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TRANSCRIPT
DISCOVERING
OUTCOME-BASED EDUCATION
IN FKAAS
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Universiti Tun Hussein Onn Malaysia
Fakulti Kejuruteraan Awam dan Alam Sekitar
Batu Pahat
Johor
http://fkaas.uthm.edu.my/v3/
http://www.uthm.edu.my/v2/
Discovering OBE in FKAAS
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DAVID YEOH (PhD)
Lead Author
GOH WAN INN (PhD)
SHAHIRON SHAHIDAN (PhD)
KOH HENG BOON
ALVIN JOHN LIM (PhD)
NOR HASLINDA ABAS (PhD)
SITI KHALIJAH YAMAN
SAIFULLIZAN BIN MOHD BUKARI
Contributing Authors
FKAAS OBE COMMITTEE
Discovering OBE in FKAAS
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Table of Contents
Table of Contents ......................................................................................... iii
List of Figures ................................................................................................. v
List of Tables .............................................................................................. viii
1 INTRODUCTION ............................................................................... 1
1.1 Background ............................................................................................................ 1
1.2 Objective of Discovering OBE in FKAAS ............................................................ 2
1.3 Organisation and Flow of Report ........................................................................... 4
1.4 OBE related activities for 2015 and early 2016 ..................................................... 4
2 PROGRAMME EDUCATIONAL OBJECTIVES (PEO) .............. 8
2.1 PEO for BFF Programme ....................................................................................... 8
2.2 PEO Assessment Methodology .............................................................................. 8
2.3 PEO Assessment Questionnaire ............................................................................. 9
2.4 PEO Achievement Key Performance Indicator .................................................... 11
3 PROGRAMME LEARNING OUTCOMES (PLO) ...................... 12
3.1 PLO for BFF Programme ..................................................................................... 12
3.2 PLO Assessment Methodology ............................................................................ 16
3.3 Course Learning Outcome versus Programme Learning Outcome (CLO-PLO)
Assessment ........................................................................................................... 17
3.4 Fundamental Civil Engineering Exam (FCEE) .................................................... 22
3.5 Exit Survey ........................................................................................................... 28
3.6 PLO Achievement Key Performance Indicator .................................................... 29
4 PEO ASSESSMENT FINDINGS ..................................................... 30
4.1 The Surveys .......................................................................................................... 30
4.2 What employer says about UTHM Alumni? ........................................................ 31
4.2.1 PEO 1 – Knowledge and Technically Competent ......................................... 31
4.2.2 PEO 2 – Communication and Leadership Skills............................................ 33
4.2.3 PEO 3 – Problem Solving .............................................................................. 35
4.2.4 PEO 4 – Entrepreneurship skills and Lifelong Learning ............................... 38
Discovering OBE in FKAAS
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4.3 What the Alumni perceive of themselves? ........................................................... 39
4.4 Alumni’s real achievements through direct measurement ................................... 42
4.5 Summary .............................................................................................................. 44
5 PLO ASSESSMENT FINDINGS ..................................................... 46
5.1 The Assessment .................................................................................................... 46
5.2 CLO-PLO Assessment - Overall .......................................................................... 46
5.3 CLO-PLO Assessment – At Course Level and at Student Level ......................... 50
5.4 Fundamental Civil Engineering Exam (FCEE) .................................................... 50
5.5 Exit Survey ........................................................................................................... 54
5.6 Summary of PLO Assessment for 2015 ............................................................... 57
5.7 Continuous Quality Improvement (CQI) Efforts ................................................. 59
5.8 PLO Achievement for Individual Student via MyPLO ........................................ 60
5.9 Complex Engineering Problem in PLO ................................................................ 62
6 CONCLUDING REMARKS ............................................................ 67
Appendix 2-1 PEO Employer Survey ....................................................... 68
Appendix 2-2 PEO Alumni Survey ........................................................... 70
Appendix 3-1 PLO Exit Survey ................................................................. 72
Appendix 5-1 Mapping Matrix of Courses to PLOs ............................... 56
Appendix 5-2 CLO-PLO Data for Semester 1 Session 2014/2015 ......... 66
Appendix 5-3 CLO-PLO Data for Semester 2 Session 2014/2015 ......... 71
Appendix 5-4 Complex Engineering Problem Graduate Attributes
(referenced from http://www.ieagreements.org ) ..................................... 76
Appendix 5-5 Knowledge Profile (WK) .................................................... 80
Appendix 5-6 Complex Engineering Activities (EA) ............................... 81
Appendix 5-7 Complex Problem Solving (WP) ....................................... 82
Discovering OBE in FKAAS
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List of Figures
Fig. 1-1. Hierarchy flow of OBE implementation ............................................................... 2
Fig. 1-2. Model of OBE implementation ............................................................................. 3
Fig. 1-3. Logo of OBE ......................................................................................................... 4
Fig. 1-4. Organisation and flow of book .............................................................................. 5
Fig. 2-1. PEO Assessment Methodology in FKAAS ........................................................... 9
Fig. 3-1. Relationship of number of courses to PLO in BFF programme ......................... 15
Fig. 3-2. Relationship of number of courses to levels in cognitive domain ...................... 15
Fig. 3-3. Relationship of number of courses to levels in psychomotor domain ................ 16
Fig. 3-4. Relationship of number of courses to levels in affective domain ....................... 16
Fig. 3-5. PLO assessment methodology in FKAAS .......................................................... 17
Fig. 3-6. CLO-PLO mapping for a course in a course syllabus ......................................... 18
Fig. 3-7. Student Assessment System (SAS) ..................................................................... 19
Fig. 3-8. Course Coordinator Module in SAS ................................................................... 20
Fig. 3-9. Course assessment interface in SAS ................................................................... 20
Fig. 3-10. Table of Specification ....................................................................................... 21
Fig. 3-11. Course marks overall report .............................................................................. 22
Fig. 3-12. Course OBE overall report ................................................................................ 22
Fig. 3-13. FCEE review report 2015 by Professor Ir. Dr. Mohamad Jamil Sulaiman ....... 24
Fig. 3-14. FCEE review report 2015 by Panel Industry 1 ................................................. 25
Fig. 3-15. FCEE review report 2015 by Panel Industry 2 ................................................. 26
Fig. 3-16. FCEE review report 2015 by Panel Industry 2 (continued) .............................. 27
Fig. 3-17. FCEE review report 2015 by Panel Industry 3 ................................................. 28
Fig. 4-1. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 1: Knowledgeable and technically competent in civil engineering
discipline ........................................................................................................... 32
Fig. 4-2. Percentage of respondents expressing their perception on Alumni: Capability on
civil engineering knowledge, and Attributes if they are technically competent –
supporting strength attributes to PEO 1 ............................................................ 33
Fig. 4-3. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 2: Effective in communication and demonstrate good leadership quality in
an organization .................................................................................................. 34
Discovering OBE in FKAAS
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Fig. 4-4. Percentage of respondents expressing their perception on Alumni: Capability in
communication skills and leadership skills – supporting strength attributes to
PEO 2 ................................................................................................................ 35
Fig. 4-5. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 3: Capable to solve civil engineering problems innovatively, creatively
and ethically through sustainable approach ....................................................... 36
Fig. 4-6. Percentage of respondents expressing their perception on Alumni: Capability in
problem solving, in creative/innovative and critical thinking – supporting
strength attributes to PEO 3 ............................................................................... 37
Fig. 4-7. Percentage of respondents expressing their perception on Alumni: exhibits ethics
and professional value – supporting strength attributes to PEO 3 .................... 37
Fig. 4-8. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 4: Able to demonstrate entrepreneurship skills and recognize the need of
lifelong learning for successful career advancement ........................................ 38
Fig. 4-9. Percentage of respondents expressing their perception on Alumni: Interest in
lifelong learning and able to work in teams – supporting strength attributes to
PEO 4 ................................................................................................................ 39
Fig. 4-10. Alumni survey indirect measurement on alumni with less than 3 years of
working experience – one’s perception on the attainment of (a) PEO 1, (b) PEO
2, (c) PEO 3, (d) PEO 4 ..................................................................................... 40
Fig. 4-11. Alumni survey indirect measurement on alumni with 3 to 5 years of working
experience – one’s perception on the attainment of (a) PEO 1, (b) PEO 2, (c)
PEO 3, (d) PEO 4 .............................................................................................. 40
Fig. 4-12. Alumni survey indirect measurement on alumni with more than 5 years of
working experience – one’s perception on the attainment of (a) PEO 1, (b) PEO
2, (c) PEO 3, (d) PEO 4 ..................................................................................... 41
Fig. 5-1. CLO-PLO achievement for BFF programme in Semester 1 and Semester 2
Session 2014/2015 ............................................................................................. 48
Fig. 5-2. CLO-PLO achievement for IDP .......................................................................... 48
Fig. 5-3. CLO-PLO achievement for FYP2 ....................................................................... 48
Fig. 5-4. CLO-PLO achievement for Industrial Training .................................................. 49
Fig. 5-5. Typical example of CLO-PLO assessment with KPI focus on student numbers 49
Fig. 5-6. Typical example of CLO-PLO assessment at course level ................................. 50
Fig. 5-7. Typical example of CLO-PLO assessment at student level for each course ...... 50
Discovering OBE in FKAAS
vii
Fig. 5-8. FCEE achievement in Semester I Session 2014/2015 in accordance to PLO ..... 51
Fig. 5-9. FCEE achievement in Semester II Session 2014/2015 in accordance to PLO ... 51
Fig. 5-10. FCEE achievement for year 2015 in accordance to PLO.................................. 52
Fig. 5-11. Comparison of FCEE achievement from year 2012 to 2015 ............................ 52
Fig. 5-12. Exit Survey respondent gender distribution ...................................................... 54
Fig. 5-13. Perception of graduating students concerning the attainment of PLO .............. 55
Fig. 5-14. Comparison of PLO achievement 2014 and 2015 ............................................ 58
Fig. 5-15. CQI report for CLO ........................................................................................... 59
Fig. 5-16. CQI report at faculty level ................................................................................. 61
Fig. 5-17. CQI briefing of IDP evaluation to external panels ............................................ 62
Fig. 5-18. Evaluation of IDP project – a CQI effort .......................................................... 62
Fig. 5-19. MyPLO detail achievement of individual student............................................. 64
Fig. 5-20. MyPLO summary achievement of individual student....................................... 64
Fig. 5-21. Complex Engineering Problem Form ............................................................... 66
Discovering OBE in FKAAS
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List of Tables
Table 1-1. Summary of FKAAS OBE activities throughout year 2015 and early 2016 ..... 6
Table 2-1. Programme Educational Objectives (PEO) of Bachelor of Civil Engineering
with Honours ...................................................................................................... 8
Table 2-2. Direct measurement PEO achievement KPI..................................................... 10
Table 3-1. Programme Learning Outcomes (PLO) of Bachelor of Civil Engineering with
Honours ............................................................................................................ 12
Table 3-2. Typical assessment tool and marks distribution for CLO ................................ 19
Table 3-3. Breakdown of questions in FCEE .................................................................... 23
Table 4-1. Interpretation to average index (AI) rating ....................................................... 31
Table 4-2. Alumni Survey direct measurement summary analysis ................................... 42
Table 4-3. Employer Survey indirect measurement summary analysis ............................. 44
Table 4-4. Alumni Survey indirect measurement summary analysis for different years of
working experience .......................................................................................... 45
Table 5-1. Summary of courses offered and number of students in 2015 ......................... 47
Table 5-2. Summary of PLO achievement in percentage for corresponding semester in
Session 2014/2015 ........................................................................................... 47
Table 5-3. Summary of PLO achievement in percentage for corresponding semester in
Session 2014/2015 ........................................................................................... 47
Table 5-4. FCEE performed in Session 2014/2015 ........................................................... 51
Table 5-5. FCEE results according to overall paper of 40 questions................................. 53
Table 5-6. Exit Survey PLO achievement of KPI.............................................................. 56
Table 5-7. Summary of PLO achievement in percentage for 2015 ................................... 58
Table 5-8. Selected courses for CEP components ............................................................. 65
Discovering OBE in FKAAS
1
1 INTRODUCTION
1.1 Background
Outcome-based Education (OBE) has been the emphasis in the Civil and Environmental
Engineering Faculty (hereafter abbreviated as FKAAS) primarily in curriculum design
and delivery. OBE is simply a concept that sets each part of an educational system around
targeted goals or outcomes. These targeted goals or outcomes which should be tangible
and measurable are then translated into a quantity with the purpose to reflect the quality
of the educational system. Every student is deemed to have achieved these targeted goals
or outcomes by the end of their educational experience in FKAAS.
FKAAS esteem in highlighting the achieved outcomes of our Bachelor in Civil
Engineering with Honours (BFF) programme. Hence, this OBE Annual Report is a
common best practice of FKAAS OBE Committee to showcase our OBE related
achievements on a yearly basis in line with the Vision and Mission of FKAAS which is
“Aspires to lead the application of civil and environmental engineering knowledge in
providing innovative and sustainable solutions for the benefits of mankind” and “To
produce and train professionals who are creative, innovative, competent and responsible
to fulfil the societal and environmental needs in a progressive and sustainable manner”,
respectively.
The hierarchy flow of OBE implementation can be summarized in Fig. 1-1 with the
Vision and Mission of UTHM, and subsequently Vision and Mission of FKAAS down
through to the Programme Educational Objectives (PEO), Programme Learning
Outcomes (PLO) and finally Course Learning Outcomes (CLO). The model best
practiced in OBE implementation for Formulation, Delivery, Assessment, and Continuous
Quality Improvement (CQI) is illustrated in Fig. 1-2. This model shows the formulation
of PEO as a result of demands or requirements from Stakeholders which after produces
outcomes that will then feedback into the Stakeholders. The Stakeholders here includes
parties from professional bodies, government and non-government agencies, industries,
community, parents, and etc. Within the circle of outcome production emerge the
continuing operations of Delivery, Assessment and Continuous Quality Improvement.
Discovering OBE in FKAAS
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FKAAS prides with its OBE logo shown in Fig. 1-3 with a motto of “All for OBE”
designed by Mr. Ahmad Fahmy bin Kamarudin and its OBE tagline of “A call for quality
and accountability in education”.
Fig. 1-1. Hierarchy flow of OBE implementation
1.2 Objective of Discovering OBE in FKAAS
The primary objective of Discovering OBE in FKAAS is to highlight all activities and
assessments carried out for Programme Educational Objectives (PEO) and Programme
Learning Outcomes (PLO) for the aforementioned BFF programme. The methodologies
adopted for the assessments of both PEO and PLO are described in the following
chapters. The implementation of Complex Engineering Problem (CEP) and Problem-
based Learning (PBL) components is explained. The findings of these assessments
presented graphically together with relevant Continuous Quality Improvements (CQI) are
also presented. The strength of OBE in FKAAS is showcased in a direct measurement
UUTTHHMM VVIISSIIOONN && MMIISSSSIIOONN
FFKKAAAASS VVIISSIIOONN && MMIISSSSIIOONN
PPRROOGGRRAAMMMMEE EEDDUUCCAATTIIOONNAALL OOBBJJEECCTTIIVVEESS
((PPEEOO))
PPRROOGGRRAAMMMMEE LLEEAARRNNIINNGG OOUUTTCCOOMMEESS
((PPLLOO))
CCOOUURRSSEE LLEEAARRNNIINNGG OOUUTTCCOOMMEESS
((CCLLOO))
Discovering OBE in FKAAS
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method commonly known as the Fundamental Civil Engineering Examination (FCEE).
All these synergized together as concrete evidence of excellent OBE practice in FKAAS.
Fig. 1-2. Model of OBE implementation
Delivery Continuous Quality Improvement
Assessment
CCLLOO
PPLLOO
PPEEOO
Design
Industries, MOHE, Professional bodies, MQA, Society, Parents, Alumni, Students, Univ. & others
DDEEMMAANNDDSS FFRROOMM
Discovering OBE in FKAAS
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Fig. 1-3. Logo of OBE
1.3 Organisation and Flow of Report
The organisation and flow of this book is given in Fig. 1-4.
1.4 OBE related activities for 2015 and early 2016
OBE related activities apart from teaching and learning activities carried out throughout
year 2015 and early 2016 are summarised in Table 1-1.
Discovering OBE in FKAAS
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Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Fig. 1-4. Organisation and flow of book
Introduction
Programme Educational Objectives
(PEO)
Programme Learning Outcomes
(PLO)
PEO Assessment Findings
PLO Assessment Findings
Continuous Quality Improvement
Complex Engineering Problem (CEP)
Concluding Remarks
Discovering OBE in FKAAS
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Table 1-1. Summary of FKAAS OBE activities throughout year 2015 and early 2016
Activity
Date and
venue Objective and Outcomes
1. OBE workshop 25-
28/01/2015
Preparation of OBE annual report for BFF
Program, FKAAS
2. Awareness
meeting for new
staffs in FKAAS
13/04/2015 Brief to new staffs about PLO and OBE and
increase the awareness level.
3. Workshop on
OBE for Tracer
Study and Exit
Survey
15/04/2015 Revision of tracer study and exit survey
questionnaire
4. Activity of
sending tracer
study by using
Google Form
through email
15/6/2015-
15/7/2015
To collect data for tracer study.
Tracer study data collected
5. Complex
Engineering
Problem briefing
01/9/2015 Briefing and explanation on implementation of
Complex Engineering Problem to all
management Faculty staff.
6. OBE Committee
meeting FKAAS
28 to
30/7/2015
1. Key in data of CLO –PLO into TCIS system
for all courses in BFF program according to
new syllabus Nov 2014, 13 PLO.
2. Key in emails of alumni FKAAS from 1997-
2014.
3. Determination of course involved with
Complex Engineering Problem (CEP) and
prepare 3 matrix Course-KP, Course-CEA,
Course-CPS.
4. Revision of FCEE questions to evaluate
cognitive domain and other 7 courses will be
used to evaluate psychomotor and affective
domain,
5. Prepare and combine OBE report from year
2011-2014 for printing.
6. Checking on translation for 13PLO from
English to Malay
7. Benchmarking
visitation to ke
Fakulti
04/8/2015 Inspection on audit procedure in their faculty
and determined important components in
accreditation.
Discovering OBE in FKAAS
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Kejuruteraan
Awam, Universiti
Teknologi Mara
8. Activities of Exit
survey by
Graduates
26/9 to
2/10/2015
To collect data for exit survey. Exit survey data
collected at the end.
9. Meeting of tracer
study and exit
survey analysis
year 2014-2015
04/11/2015 To analysis data of tracer study and exit survey
10
.
Symposium
program of
FKAAS &
Stakeholders
13/12/2015 To explain about OBE in FKAAS to
Stakeholders
11
.
Complex
Engineering
Problem
Workshop
25/1/2016
and
1/2/2016
Workshop to introduce and explain the
implementation of CEP in selected courses.
Participated by Faculty staff.
CEP Form for the Faculty is introduced and
used.
12
.
OBE Awareness
for Non-
Academic Staff
26/1/2016 Half day session with forum on OBE. The
objective of the session was to instil awareness
of OBE and implementation of OBE values in
everyday work for non-academic staff of the
Faculty.
Discovering OBE in FKAAS
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2 PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
2.1 PEO for BFF Programme
FKAAS offers one undergraduate programme named as Bachelor in Civil Engineering
with Honours (BFF). It is a 4 year programme that carries a total of 136 credits. This
programme is developed with a framework to establish 4 Programmed Educational
Objectives (PEO) as shown in Table 2-1. The mapping relationship of PEO to Programme
Learning Outcomes (PLO) is also presented in the same table.
Table 2-1. Programme Educational Objectives (PEO) of Bachelor of Civil Engineering
with Honours
PEO Educational Objectives of BFF Programme are to produce
civil engineers who are
Mapping of
PEO to PLO
1 Knowledgeable and technically competent in civil engineering
discipline in-line with the industry requirement
PLO 1, 2, 10
2 Effective in communication and demonstrate good leadership
quality in an organization
PLO 3, 5, 9, 13
3 Capable to solve civil engineering problems innovatively,
creatively and ethically through sustainable approach
PLO 4, 8, 11, 12
4 Able to demonstrate entrepreneurship skills and recognize the
need of lifelong learning for successful career advancement
PLO 6, 7
2.2 PEO Assessment Methodology
According to best practice, the achievement of PEO in graduates is normally measured on
FKAAS Alumni that have already graduated between 3 to 5 years. FKAAS adopts a
triangular-shaped PEO assessment methodology which comprised of two types of
measurement namely indirect and direct measurements, as illustrated in Fig. 2-1. These
two types of measurement targets two groups of respondents – the Employer and the
Alumni. The assessment methods are: (1) Employer Survey (an indirect measurement); (2)
Alumni Survey (an indirect measurement); and (3) Alumni Survey (a direct
measurement). An indirect measurement refers to measurement based on the perception
Discovering OBE in FKAAS
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of respondent towards the Alumni, while a direct measurement refers to real or actual
achievement of the Alumni.
Fig. 2-1. PEO Assessment Methodology in FKAAS
2.3 PEO Assessment Questionnaire
Three methods of assessment for PEO have been described in the previous section as
shown in Fig. 2-1, one for Employer (indirect measurement), and two for Alumni
(indirect and direct measurement). As such two sets of Questionnaire Survey, each for
Employer and Alumni are presented in Appendix 2-1 and Appendix 2-2, respectively.
The questions inside these surveys have been reviewed and improved thoroughly as a
result of the many years of OBE practice in FKAAS. The tool used to disseminate the
Questionnaire Survey is Google Form. This tool allows flexible and easy respondent
access as well as easy and fast analysis on the part of OBE team in FKAAS.
1. Employer Survey
(indirect measurement)
KPI: 50% employer respondents agree to rating 4 (Good and Excellent)
2. Alumni Survey
(indirect measurement)
KPI: 50% alumni respondents agree to
rating 4 (Good and Excellent)
3. Alumni Survey
(direct measurement)
KPI: Given in Table 2-2
Discovering OBE in FKAAS
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Table 2-2. Direct measurement PEO achievement KPI
PEO KPI Success Criteria
1
KNOWLEDGE;
TECHNICALLY
COMPETENT
Any TWO of the following criteria to be satisfied for the fulfilment of
this PEO:
i. 50% of respondents have been promoted OR offered a better
position.
ii. 50% of respondent involved in research OR construction/design
project proposal either as member or leader.
iii. 5% of respondents are already Professional Engineer (PE).
iv. 50% of respondents have published papers in conference/
journal OR written technical reports either as main author or co-
author.
2
COMMUNICATION;
LEADERSHIP
Any TWO of the following criteria to be satisfied for the fulfillment of
this PEO:
i. 50% of respondent involved in research OR construction/design
project proposal either as member or leader.
ii. 50% of respondents have published papers in conference/
journal OR written technical reports either as main author or co-
author.
iii. 50% of respondents have held leadership positions for a
taskforce OR project within an organization, either as main
leader or as co-leader.
3
PROBLEM SOLVING
Any ONE of the following criteria to be satisfied for the fulfillment of
this PEO:
i. 50% of respondents have been involved in construction/design
projects, either direct or indirect involvement.
ii. 50% of respondents have been involved in research projects
related to civil engineering, either direct or indirect involvement.
4
ENTREPRENEURSHIP
LIFE-LONG
LEARNING
Any ONE of the following criteria to be satisfied for the fulfillment of
this PEO:
i. 50% of respondents are:
a. furthering or have furthered their studies; OR
b. have been attending professional development courses
ii. 5% of respondents are developing or have started a company or
partnership business of any form
Discovering OBE in FKAAS
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2.4 PEO Achievement Key Performance Indicator
The key performance indicators (KPI) for direct measurement PEO achievement are
consistently reviewed with the recent most continuous quality improvement resulting in a
better and more realistic success criteria as presented in Table 2-2. This direct
measurement refers to the Alumni Survey explained in Fig. 2-1. For indirect measurement,
the KPI of Employer Survey is at least 50% of employer respondents agree to a rating of
no less than 4 (Likert-type scale for “Good”) for every PEO; and the KPI of Alumni
Survey is at least 50% of alumni respondents agree to a rating of no less than 4 (Likert-
type scale for “Good”) for every PEO. These KPI for indirect measurement are illustrated
in Fig. 2-1.
Discovering OBE in FKAAS
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3 PROGRAMME LEARNING OUTCOMES (PLO)
3.1 PLO for BFF Programme
Programme Learning Outcomes (PLO) are statements that describe what students are
expected to know and be able to perform or attain by the time of graduation. These relate
to the skills, knowledge, and behaviour that students acquire through the programme.
BFF programme in FKAAS adheres to 13 PLO, of which 12 PLO has direct reference to
the Engineering Accreditation Council (EAC) Manual 2012, and 1 PLO on
entrepreneurial skills referenced to the Malaysian Qualifications Framework 2011. Table
3-1 elaborates all the 13 PLO in detail relating each PLO to one Primary Domain and
linking the FKAAS PLO numbering to the PLO numbering in the EAC Manual 2012.
The relationship and distribution of courses under BFF programme to PLO is presented in
Fig. 3-1 to Fig. 3-4.
Table 3-1. Programme Learning Outcomes (PLO) of Bachelor of Civil Engineering with
Honours
PLO Key Outcome Description of Learning Outcome
1 Engineering
Knowledge (K)
Apply knowledge of mathematics, science, engineering
fundamentals and an engineering specialisation to the
solution of complex civil engineering problems.
Primary Domain: COGNITIVE
PLO 1 in EAC Manual
2 Practical / Technical
Skills/ Modern Tool
Usage (PS)
Create, select and apply appropriate techniques, resources,
and modern engineering and IT tools, including prediction
and modeling, to complex civil engineering activities, with
an understanding of the limitations.
Primary Domain: PSYCHOMOTOR
PLO 5 in EAC Manual
Discovering OBE in FKAAS
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3 Communication
Skills (CS)
Communicate effectively on complex civil engineering
activities with the engineering community and with society
at large, such as being able to comprehend and write
effective reports and design documentation, make effective
presentations, and give and receive clear instructions.
Primary Domain: PSYCHOMOTOR
PLO 9 in EAC Manual
4 Critical Thinking
and Problem
Solving /
Investigation
(CTPS)
Conduct investigation into complex problems using
research based knowledge and research methods including
design of experiments, analysis and interpretation of data,
and synthesis of information to provide valid conclusions.
Primary Domain: COGNITIVE
PLO 4 in EAC Manual
5 Individual and
Team Work (TW)
Function effectively as an individual, and as a member or
leader in diverse teams and in multi-disciplinary settings
Primary Domain: AFFECTIVE
PLO 10 in EAC Manual
6 Life Long Learning
(LL)
Recognise the need for, and have the preparation and
ability to engage in independent and life-long learning in
the broadest context of technological change.
Primary Domain: AFFECTIVE
PLO 11 in EAC Manual
7 Entrepreneurship
Skills (ES)
Self-motivate and enhance entrepreneurship skills for
career development
Primary Domain: PSYCHOMOTOR
In MQF
8 Ethics and
Professionalism
Values (ET)
Apply ethical principles and commit to professional ethics
and responsibilities and norms of engineering practice.
Primary Domain: AFFECTIVE
PLO 8 in EAC Manual
Discovering OBE in FKAAS
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9 Leadership Skills /
Project
Management and
Finance (LS)
Demonstrate knowledge and understanding of engineering
and management principles and apply these to one’s own
work, as a member and leader in a team, to manage
projects and in multidisciplinary environments.
Primary Domain: PSYCHOMOTOR
PLO 12 in EAC Manual
10 Design /
Development of
Solutions (DDS)
Design solutions for complex engineering problems and
design systems, components or processes that meet
specified needs with appropriate consideration for public
health and safety, cultural, societal, and environmental
considerations.
Primary Domain: COGNITIVE
PLO 3 in EAC Manual
11 Problem Analysis
(PA)
Identify, formulate, research literature and analyse
complex engineering problems reaching substantiated
conclusions using first principles of mathematics, natural
sciences and engineering sciences.
Primary Domain: COGNITIVE
PLO 2 in EAC Manual
12 Environment and
Sustainability
(ESus)
Understand the impact of professional engineering
solutions in societal and environmental contexts and
demonstrate knowledge of and need for sustainable
development.
Primary Domain: AFFECTIVE
PLO 7 in EAC Manual
13 The Engineer and
Society (ESoc)
Apply reasoning informed by contextual knowledge to
assess societal, health, safety, legal and cultural issues and
the consequent responsibilities relevant to professional
engineering practice.
Primary Domain: AFFECTIVE
PLO 6 in EAC Manual
Discovering OBE in FKAAS
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31
28
1312
26
16
4
7
13
9
4
8
3
0
5
10
15
20
25
30
35
PLO1 PLO2 PLO3 PLO4 PLO5 PLO6 PLO7 PLO8 PLO9 PLO10 PLO11 PLO12 PLO13
Nu
mb
er
of
co
urs
es
Program Learning Outcomes
Fig. 3-1. Relationship of number of courses to PLO in BFF programme
0
12
15
20
9
2
0
5
10
15
20
25
C1 C2 C3 C4 C5 C6
Nu
mb
er
of
co
urs
es
Cognitive domains
Fig. 3-2. Relationship of number of courses to levels in cognitive domain
Discovering OBE in FKAAS
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0
9
17
26
4
2
00
5
10
15
20
25
30
P1 P2 P3 P4 P5 P6 P7
Nu
mb
er
of
co
urs
es
Psychomotor domains
Fig. 3-3. Relationship of number of courses to levels in psychomotor domain
0
13
26
12
7
0
5
10
15
20
25
30
A1 A2 A3 A4 A5
Nu
mb
er
of
co
urs
es
Affective domains
Fig. 3-4. Relationship of number of courses to levels in affective domain
3.2 PLO Assessment Methodology
Similar to PEO assessment methodology, the assessment method for PLO also applies to
a triangular-shaped concept as shown in Fig. 3-5 which includes (1) Course Learning
Outcome versus Programme Learning Outcome (CLO-PLO) Assessment; (2)
Fundamental Civil Engineering Exam (FCEE); and (3) Exit Survey.
Discovering OBE in FKAAS
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Fig. 3-5. PLO assessment methodology in FKAAS
3.3 Course Learning Outcome versus Programme Learning Outcome (CLO-PLO)
Assessment
CLO-PLO assessment is performed all through the semester within every course. For
every course, there are 3 CLO mapped one PLO each for domain Cognitive (C),
Psychomotor (P) and Affective (A), respectively. Fig. 3-6 shows a sample of CLO-PLO
mapping for a course highlighted in a course syllabus. The level of Taxonomy Domain is
also shown. The assessment tool generally used includes quiz, assignment, project, test
and examination. Table 3-2 provides a typical sample of assessment tool and marks
distribution for CLO.
1. CLO-PLO Assessment (Compulsory pass)
(a continuous direct measurement in every semester)
KPI: Achievement in each course with 50% of
students attain 55% marks
2. Fundamental Civil Engineering
Examination (FCEE)
(A one-off direct measurement)
KPI: Achievement in each PLO
55%
3. Exit Survey
(An indirect measurement)
KPI: 80% of respondents agree to rating
4 (good and excellent)
Discovering OBE in FKAAS
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Fig. 3-6. CLO-PLO mapping for a course in a course syllabus
The marks for all the aforementioned assessments are keyed into a management system
known as Student Assessment System (SAS) as shown in Fig. 3-7. The SAS for each
course is first established by the course coordinator in an interface called Course
Coordinator Module (Fig. 3-8) and after, the marks of students per section are keyed-in
by all lecturers who are teaching the corresponding section of the course (Fig. 3-9).
Discovering OBE in FKAAS
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Fig. 3-7. Student Assessment System (SAS)
Table 3-2. Typical assessment tool and marks distribution for CLO
CLO PLO Domain Assessment Tool Marks (%)
1 1st PLO Cognitive Quizzes 5
Assignments 5
Tests 20
Project 5
Exam 50
2 2nd
PLO Psychomotor Project 7.5
3 3rd
PLO Affective Project 7.5
Total 100
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Fig. 3-8. Course Coordinator Module in SAS
Fig. 3-9. Course assessment interface in SAS
Discovering OBE in FKAAS
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The preparation of Test and Examination Papers in FKAAS go through a detail and
stringent dual evaluation process. Both Test and Exam Papers carry equal difficulty level
checked using a form system known as Table of Specification (TOS) which covers the
different cognitive domain levels as presented in Fig. 3-10.
Fig. 3-10. Table of Specification
The CLO-PLO results for each course are automatically generated by a university
centralised system known as Total Campus Integrated System (TCIS) which links with
SAS. Statistical distribution in tabulated and graph formats are given as shown in Fig.
3-11 for course marks overall report and Fig. 3-12 for course OBE overall report.
Discovering OBE in FKAAS
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Fig. 3-11. Course marks overall report
Fig. 3-12. Course OBE overall report
3.4 Fundamental Civil Engineering Exam (FCEE)
The Fundamental Civil Engineering Exam (FCEE) is a one-off direct measure of final
year students’ understanding on the fundamental of civil engineering disciplines. The
Discovering OBE in FKAAS
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FCEE is one of the three tools used to measure students’ achievement on the Learning
Outcomes (PLO) of Bachelor of Civil Engineering with Honours (see Fig. 3-5).
The FCEE paper consists of 40 multiple-choice questions and the duration for the exam is
2 hours. Each PLO consists of 10 questions. The exam is open book in nature. The FCEE
constitutes 20% of the grade in the Integrated Design Project course (IDP). Different set
of FCEE is administered each semester. The paper covers most Civil Engineering
disciplines including Construction Management, Structures and Material, Highway,
Geotechnical, Environmental, Hydraulics and Hydrology, and Surveying as shown in
Table 3-3 . Out of the 40 questions, 20% (8 questions) were designed in the Taxonomy
level of 1 & 2 (Knowledge and Comprehension), 70% (28 questions) are in the
Taxonomy level of 3 & 4 (Application and Analysis) and 10% (4 questions) are in the
Taxonomy level of 5 & 6 (Synthesis and Evaluation).
Table 3-3. Breakdown of questions in FCEE
Item Discipline Number of Question
1 Structures and Materials Engineering 10
2 Water Resources & Environmental Engineering 10
3 Geomatic, Geology, Geotechnical Engineering, Traffic
and Highway Engineering
10
4 Construction Engineering & Sustainable Management 10
Total 40
70% of the FCEE questions were designed in Taxonomy level 3 & 4 is because most of
the young graduated engineers will be involved in the works required the skills of
application and analysis
In the effort of benchmarking and CQI, the FCEE questions were reviewed by the
Adjunct Professor of FKAAS, Professor Ir. Dr. Mohamad Jamil Sulaiman. Fig. 3-13
shows the report of such effort for year 2015. Panel industry comprising of Professional
Engineers from various engineering consultant firms have been approached to provide
review of the FCEE questions. Fig. 3-14 to Fig. 3-17 show the feedback responses of 3
Discovering OBE in FKAAS
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panel industry. These reviews have been taken into consideration to perform continuous
quality improvement to the FCEE questions and implementation.
Fig. 3-13. FCEE review report 2015 by Professor Ir. Dr. Mohamad Jamil Sulaiman
Discovering OBE in FKAAS
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Fig. 3-17. FCEE review report 2015 by Panel Industry 3
3.5 Exit Survey
Exit Survey is an indirect measurement of self-assessment of the PLO based on individual
perception as presented in Appendix 3-1. The main objectives of the survey are (1) To
determine students’ perception on the achievement of PLO in oneself; (2) To determine
students’ perception on their achievement of soft-skills attributes listed within the PLO;
and (3) To evaluate students’ satisfaction level towards learning and teaching aspects,
academic management, and university facilities. The tool used to perform this survey is
Google Form. This survey is normally completed by all graduating students during their
convocation.
Discovering OBE in FKAAS
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3.6 PLO Achievement Key Performance Indicator
The key performance indicator (KPI) set for CLO-PLO Assessment is that at least 50% of
students obtain no less than 55% marks for every course. This is the KPI for CLO-PLO
Assessment. For each PLO across all courses, the KPI is set at no less than 55% marks.
The KPI set for FCEE Assessment is that every PLO obtains no less than 55% marks. The
KPI set for Exit Survey is that 80% of respondents agree to rating of no less than 4, which
is equivalent to a “Good” rating.
With the three Assessment Methods for PLO described in Fig. 3-5, in order to show that
every PLO for BFF programme has been achieved, the overall average of all three
assessments must be no less than 55%.
Discovering OBE in FKAAS
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4 PEO ASSESSMENT FINDINGS
4.1 The Surveys
Two surveys were conducted to assess PEO achievement as described in Fig. 2-1: (1)
Employer Survey and (2) Alumni Survey.
For Employer Survey in 2015, a number of 69 sets of responses were received via the
Google Form given out through visits to civil-engineering related companies. The
respondents were from senior positions in the company such as Executives, Directors,
Project Engineers, Senior Engineers, Managers, etc. The findings from the employer
survey are reported in the following manner:
i. Employers’ feedback on PEO attainment of Alumni working in the company
ii. Employers’ feedback on the employability attributes of Alumni
For Alumni Survey, it consists of two parts which are indirect and direct measurements of
PEO achievement. This was done by sending Google Form questionnaires to a total
number of 2000 email addresses who are UTHM Alumni from year 2004 to 2014. From
the 2000 emails sent, only 320 recipients responded showing a 16% response rate. And
out of 320 responses, only 233 respondents have given valid feedbacks. The analyses of
the survey were divided into three categories of respondents, which are based on their
working experience of (1) less than 3 years; (2) 3 to 5 years and (3) 5 to 10 years.
The indirect measurement of the survey is based on self-evaluation or self-perception of
the Alumni on the attainment of PEO within oneself. In the direct measurement survey,
the attainment of PEO is evaluated based on 3 criteria:
i. Employment history since graduated;
ii. Actual or real professional achievement and contribution; and
iii. Features of professional development and entrepreneurship.
Discovering OBE in FKAAS
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4.2 What employer says about UTHM Alumni?
In Employer Survey, employers were asked to provide feedback on graduate attainment
of the PEO’s and their strength of their attributes contributed in the organisation on a
Likert-scale of 1 (very poor) to 5 (excellent). Each category of PEO is supported by at
least two other questions to improve the validity of the outcome. The rating of all
responses were analysed and converted into percentage of the total respondents, hence the
unit used in the following graphs is percentage. Subsequently, an average index rating is
calculated to represent the assessed attribute. This average index rating is interpreted as 5
being excellent and 1 being very poor as given in Table 4-1.
Table 4-1. Interpretation to average index (AI) rating
Average Index (AI) Interpretation
4.5 to 5.0 Excellent
3.5 to 4.49 Good
2.5 to 3.49 Average
1.5 to 2.49 Poor
1.0 to 1.49 Very Poor
4.2.1 PEO 1 – Knowledge and Technically Competent
Fig. 4-1 summarises the feedbacks of the employers’ perception on the alumni’s
attainment for PEO 1 and Fig. 4-2 presents their strength based on civil engineering
knowledge and are they technically competent in the company.
Discovering OBE in FKAAS
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1 112
65
20
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 1: KNOWLEDGE
Average = 4.01
KPI: 50% > Good & Excellent
Fig. 4-1. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 1: Knowledgeable and technically competent in civil engineering discipline
The Employer’s perception on the Alumni’s attainment on PEO 1 showed promising
results where 85% of them responded good and excellent scores which achieve the KPI of
50%. The attainment of PEO 1 among the alumni is also supported by the employer’s
perception on two other strength attributes. The strength attributes on civil engineering
knowledge shown by the graduates and also if they are technically competent were
supported by the employers respectively, where 75% of the respondents gave good and
excellent scores for both attributes. Again, this passes the KPI of 50% where the
respondents’ feedbacks are on the scale of good and excellent scores.
Discovering OBE in FKAAS
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1 0
23
59
16
0
20
40
60
80
Very poor Poor Fair Good Excellent
KNOWLEDGE IN CIVIL ENGINEERING
Average = 3.88
KPI: 50% < Good & Excellent
1 1
20
58
17
0
20
40
60
80
Very poor Poor Fair Good Excellent
TECHNICALLY COMPETENT
Average = 3.84
KPI: 50% < Good & Excellent
Fig. 4-2. Percentage of respondents expressing their perception on Alumni: Capability on
civil engineering knowledge, and Attributes if they are technically competent –
supporting strength attributes to PEO 1
4.2.2 PEO 2 – Communication and Leadership Skills
Fig. 4-3 shows the respondents feedback on the attainment of the alumni on PEO 2 which
focuses on effective communication and demonstrates good leadership quality in an
organization. This was also supported by obtaining the feedback of the respondents based
on other strength attributes which are communication and leadership skills that the
graduates think that they have contributed to the company, as shown in Fig. 4-4.
Discovering OBE in FKAAS
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Fig. 4-3. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 2: Effective in communication and demonstrate good leadership quality in an
organization
Based on the results, 83% of the respondents showed that the alumni have successfully
attained PLO 2 in fulfilment of the KPI. The respondents have also agreed that the
graduates show high attributes in communication skills where 75% agreed on this. 76% of
the respondents have also agreed that the graduates have either good or excellent
leadership skills in the company.
Discovering OBE in FKAAS
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1 0
22
58
19
0
20
40
60
80
Very poor Poor Fair Good Excellent
COMUNICATION SKILLS
Average = 3.93
KPI: 50% > Good & Excellent
1 0
22
62
14
0
20
40
60
80
Very poor Poor Fair Good Excellent
LEADERSHIP SKILLS
Average = 3.88
KPI: 50% > Good & Excellent
Fig. 4-4. Percentage of respondents expressing their perception on Alumni: Capability in
communication skills and leadership skills – supporting strength attributes to PEO 2
4.2.3 PEO 3 – Problem Solving
The feedback on PEO 3 which focuses on the capability of the alumni to solve civil
engineering problems innovatively, creatively and ethically through sustainable approach
is summarised in Fig. 4-5. Results of the other attributes that supports PEO 3 that was
asked to the employers whether the alumni have the ability in problem solving,
creative/innovative and critical thinking and have ethics and professional values are
shown in Fig. 4-6 and Fig. 4-7
Discovering OBE in FKAAS
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1 113
68
16
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 3: SOLVE CIVIL ENGINEERING PROBLEMS
Average = 3.96
KPI: 50% > Good & Excellent
Fig. 4-5. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 3: Capable to solve civil engineering problems innovatively, creatively and ethically
through sustainable approach
1 1
19
64
14
0
20
40
60
80
Very poor Poor Fair Good Excellent
PROBLEM SOLVING
Average = 3.88
KPI: 50% > Good & Excellent
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1 0
14
59
25
0
20
40
60
80
Very poor Poor Fair Good Excellent
CREATIVE/INNOVATIVE AND CRITICAL THINKING
Average = 4.06
KPI: 50% > Good & Excellent
Fig. 4-6. Percentage of respondents expressing their perception on Alumni: Capability in
problem solving, in creative/innovative and critical thinking – supporting strength
attributes to PEO 3
1 0
14
61
23
0
20
40
60
80
Very poor Poor Fair Good Excellent
ETHICS AND PROFESSIONAL VALUE
Average = 4.04
KPI: 50% > Good & Excellent
Fig. 4-7. Percentage of respondents expressing their perception on Alumni: exhibits ethics
and professional value – supporting strength attributes to PEO 3
84% of the employers surveyed based on their good and excellent scores, agreed that the
programme graduates have attained PLO 3. 78%, 85% and 84% of the employers have
also agreed that the graduates have either good or excellent ability in problem solving, in
creative/innovative and critical thinking and in ethics and professional value respectively
which is in line with the industry requirements. All of these attributes have achieved the
KPI of 50% which the respondents should give good and excellent feedback.
Discovering OBE in FKAAS
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4.2.4 PEO 4 – Entrepreneurship skills and Lifelong Learning
The summary of the feedback from the respondents on the graduate attainment on PEO 4
and the graduates interest in lifelong learning and are able to work as a team in the
company is shown in Fig. 4-8. The feedback shows that 82% of the respondents gave
good and excellent scores on the graduates’ attainment on PEO 4. The strength attributes
that supports PEO 4 which are lifelong learning and teamwork showed good feedback
from the respondents where 74% and 86% of them gave good and excellent scores
respectively, as presented in Fig. 4-9.
1 113
65
17
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO4: ENTREPRENEURSHIP SKILLS
Average = 3.91
KPI: 50% > Good & Excellent
Fig. 4-8. Percentage of respondents expressing their perception on Alumni: Attainment on
PEO 4: Able to demonstrate entrepreneurship skills and recognize the need of lifelong
learning for successful career advancement
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1 0
25
51
23
0
20
40
60
80
Very poor Poor Fair Good Excellent
LIFELONG LEARNING
Average = 3.94
KPI: 50% > Good & Excellent
1 013
45 41
0
20
40
60
80
Very poor Poor Fair Good Excellent
TEAMWORK
Average = 4.23
KPI: 50% > Good & Excellent
Fig. 4-9. Percentage of respondents expressing their perception on Alumni: Interest in
lifelong learning and able to work in teams – supporting strength attributes to PEO 4
4.3 What the Alumni perceive of themselves?
In Alumni Survey, alumni were asked to evaluate themselves on a Likert-scale between 1
(very poor) and 5 (excellent) on the attainment of PEO in oneself. Fig. 4-10 shows the
analysis of all the PEO attainment for alumni who have less than 3 years of working
experience. It shows that 82% of the respondents perceived that they have good or
excellent attainment in PEO 1. However, only 45% of the alumni agreed that they have
good or excellent attainment in PEO 2. 76% and 74% of the graduates believed that they
have attained PEO3 and PEO4 respectively. This shows that only PEO 1, PEO 3 and PEO
Discovering OBE in FKAAS
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4 have passed the KPI of 50% where the respondents’ feedbacks are on the scale of good
and excellent scores for alumni with less than 3 years of working experience.
0 2
16
62
20
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 1: KNOWLEDGE
Average = 4.00
KPI: 50% > Good & Excellent
0 1
54
1728
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 2: COMMUNICATION
Average = 3.73
KPI: 50% > Good & Excellent
0 3
22
58
18
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 3: SOLVE CIVIL ENGINEERING PROBLEMS
Average = 3.90KPI: 50% > Good & Excellent
1 1
24
54
20
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 4: ENTREPRENEURSHIP SKILLS
Average = 3.92
KPI: 50% > Good & Excellent
Fig. 4-10. Alumni survey indirect measurement on alumni with less than 3 years of
working experience – one’s perception on the attainment of (a) PEO 1, (b) PEO 2, (c)
PEO 3, (d) PEO 4
05
20
65
10
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 1: KNOWLEDGE
Average = 3.80
KPI: 50% > Good & Excellent
0 0
15
70
15
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 2: COMMUNICATION
Average = 4.00
KPI: 50% > Good & Excellent
0 0
35
65
00
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 3: SOLVE CIVIL ENGINEERING PROBLEMS
Average = 3.65KPI: 50% > Good & Excellent
0 0
35
55
10
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 4: ENTREPRENEURSHIP SKILLS
Average = 3.75
KPI: 50% > Good & Excellent
Fig. 4-11. Alumni survey indirect measurement on alumni with 3 to 5 years of working
experience – one’s perception on the attainment of (a) PEO 1, (b) PEO 2, (c) PEO 3, (d)
PEO 4
(a)
(c) (d)
(b)
(a)
(c) (d)
(b)
Discovering OBE in FKAAS
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Fig. 4-11 shows the analysis of all the PEO attainment for alumni who have working
experiences of 3 to 5 years. The analysis shows that the attainment for all the PEO are
above the KPI criteria. 75% and 85% of the graduates believe that they have good and
excellent attainment on PEO 1 and PEO 2 respectively. However, only 65% of the alumni
think they have good or excellent attainment for both PEO 3 and PEO 4.
For alumni with more than 5 years working experience as presented in Fig. 4-12, the
survey shows that 88% of them believed they have good and excellent attainment in PEO
1. A drastic increase in the alumni’s perception in PLO 2 was seen with 95% of them
agreed they have attained good and excellent scores. However, only 79% of the graduates
gave their perception that they have attained good and excellent scores in both PEO 3 and
PEO 4, respectively.
0 012
74
14
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 1: KNOWLEDGE
Average = 4.02
KPI: 50% > Good & Excellent
0 0 5
72
23
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 2: COMMUNICATION
Average = 4.19
KPI: 50% > Good & Excellent
0 516
63
16
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 3: SOLVE CIVIL ENGINEERING PROBLEMS
Average = 3.91KPI: 50% > Good & Excellent
0 0
21
65
14
0
20
40
60
80
Very poor Poor Fair Good Excellent
PEO 4: ENTREPRENEURSHIP SKILLS
Average = 3.93
KPI: 50% > Good & Excellent
Fig. 4-12. Alumni survey indirect measurement on alumni with more than 5 years of
working experience – one’s perception on the attainment of (a) PEO 1, (b) PEO 2, (c)
PEO 3, (d) PEO 4
(a)
(c) (d)
(b)
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4.4 Alumni’s real achievements through direct measurement
The direct survey on alumni’s attainment on all the PEO was evaluated by measuring
their actual involvement in the organization based on their employment history since their
graduation, their professional achievement and contribution, and their professional
development. Table 4-2 shows a summary analysis of the alumni response with working
experience less than 3 years, 3 to 5 years and more than 5 years. Each PEO was
measured with a specific question that is in accordance with the KPI success criteria
outlined in Table 2-2.
Table 4-2. Alumni Survey direct measurement summary analysis
1 YES NO YES NO YES NO
96 74 16 4 36 7
2 YES NO YES NO YES NO
99 71 15 5 31 12
3 YES NO YES NO YES NO
0 152 4 16 5 39
5-10 years
Are you a
Professional
Engineer (PE)?
(PEO 1)
3-5 years< 3 years
Have you been
promoted or
offered to a better
position? (PEO 1)
Have you been
involved in
research/
construction
project proposal
either as member
or leader? (PEO 1)
56
%
44%
YES NO
58%
42%
YES NO
0%
100%
YES NO
80%
20%
YES NO
75%
25%
YES NO
20%
80%
YES NO
84
%
16%
YES NO
72
%
28
%
YES NO
11%
89
%
YES NO
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4 YES NO YES NO YES NO
25 145 3 17 10 33
5 YES NO YES NO YES NO
85 85 14 6 32 11
6 YES NO YES NO YES NO
123 47 20 0 37 6
7 YES NO YES NO YES NO
85 85 9 11 28 15
Have been
involved in
research and/or
development
projects related to
civil engineering?
(PEO 3)
< 3 years 3-5 years 5-10 years
Have you
published papers
in conference
journal? (PEO 2)
Have you held
leadership
positions for a
taskforce or
project within an
organization?
(PEO 2)
Have been
involved in civil
engineering
design/constructio
n projects?
(PEO 3)
15
%85%
YES NO
50
%50
%
YES NO
72%
28
%
YES NO
50%
50%
YES NO
15
%85
%
YES NO
70%
30
%
YES NO
100%
YES NO
45
%55
%
YES NO
23
%77%
YES NO
74
%
26
%
YES NO
86%
14%
YES NO
65
%
35
%
YES NO
It is observed that regardless of the years of working experience, PEO 1, 2 and 3 have
satisfied the KPI success criteria. The survey has found two important patterns with
regards to “written communication skills” and the attainment of “professional engineer”
title. These two patterns appeared to be on the lower boundary across the years of
Discovering OBE in FKAAS
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working experience amongst all the respondents. This is reflected in the response towards
questions 3 and 4 of Table 4-2. PEO 4 however was not measured in the survey.
4.5 Summary
The assessment findings to PEO achievement have been presented in this chapter. The
findings include both indirect and direct measurements methods namely Employer Survey
and Alumni Surveys. Likert-scale rating of 1(Very Poor) to 5 (Excellent) has been
adopted as a standard measure to reflect the achievement of individual attributes within
every PEO.
Table 4-3 gives the summary analysis of the Employer Survey coming from a total of 69
respondents. All the PEO attributes are rated not far from each other with a rating range
of 3.84 to 4.23 which can be interpreted as bordering to Good and above.
Table 4-3. Employer Survey indirect measurement summary analysis
PEO Rating Strength attributes Rating
1
4.01 Knowledge in Civil Engineering 3.88
Technically competent 3.84
2
4.01 Communication 3.93
Leadership 3.88
3
3.96 Problem solving 3.88
Creative/ innovative and critical thinking 4.06
Ethics and professional values 4.04
4
3.91 Life-long learning 3.94
Teamwork 4.23
Table 4-4 shows the summary analysis of Alumni Survey for two groups of alumni. The
first has working experience of 3 to 5 years and the second group has working experience
of over 5 years. The ratings reported are all bordering to Good. The highest rated attribute
is Communication (4.00) while the least rated attribute is Problem Solving (3.65). It is
also observed that as the alumni gain more years of working experience, the rated PEO
attributes improved by 4 to 7% depending on the number of years of experience.
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Table 4-4. Alumni Survey indirect measurement summary analysis for different years of
working experience
PEO Attributes Rating by Alumni
with 3 to 5 years
work experience
Rating by Alumni
more than 5 years
work experience
1
Knowledge in Civil
Engineering ; Technically
competent
3.80 4.02
2
Communication; Leadership 4.00 4.19
3
Problem solving 3.65 3.91
4
Entrepreneurship; Life-long
learning
3.75 3.93
In conclusion, this chapter has shown sufficient evidence that the PEOs of BFF
programme have satisfied all the stipulated KPI based on the assessments that have been
performed. This is evident where PEO assessment by Employer and Alumni, both
exhibited rating of “Good” by more than 50% respondents (range 74% to 86% said
“Good” rating and above), and the direct measurement on Alumni’s achievement fulfils
the stipulated KPI.
Discovering OBE in FKAAS
46
5 PLO ASSESSMENT FINDINGS
5.1 The Assessment
For PLO benchmarking, there are 3 types of assessment: (1) CLO-PLO Assessment; (2)
Fundamental Civil Engineering Exam; and (3) Exit Survey. These assessments and their
KPI are discussed in detail in Chapter 3 and summarised in Fig. 3-5. This chapter reports
all the findings to each of the aforementioned assessments.
5.2 CLO-PLO Assessment - Overall
Course Learning Outcome-Programme Learning Outcome (CLO-PLO) assessment refers
to a direct continuous measurement of students’ attainment of PLO. Appendix 5-1
presents the CLO-PLO matrix for BFF programme providing the relevant PLOs for each
course. Every course has 3 CLO which is mapped to 3 PLO of Cognitive, Psychomotor
and Affective domains. The CLO achievement of each cohort is tracked and updated
every academic semester. At the end of their study, the students achievement of each PLO
is then determined.
This section reports the PLO achievement for 2 semesters: (1) Semester I Session
2014/2015, and (2) Semester II Session 2014/2015. The first success criterion / KPI for
each PLO attainment is that the marks of the course addressing the PLO is at least 55%.
The second success criterion / KPI used to measure the achievement of PLO is at least
50% of students achieve 55% marks. This success criterion focuses on the student
numbers while the former success criterion focuses on the PLO marks. The number of
courses offered and number of students enrolled for the courses is summarised in Table
5-1.
The achievement of PLO for the semesters is summarised in Table 5-2 and reflected
graphically in Fig. 5-1 indicating that the KPI of PLO at 55% marks has been satisfied for
all PLO. Appendix 5-2 and Appendix 5-3 give the CLO-PLO data for all courses for
Semester 1 and Semester 2 Session 2014/2015, respectively. For Session 2014/2015, the
assessments were conducted directly for existing PLO 1 to PLO 9 while the additional
Discovering OBE in FKAAS
47
new PLO 10 to PLO 13 were superimposed to other partnering existing PLO that were
assumed to have the closest characteristics to the added new PLO 10 to PLO 13. This
assumed superimposition is illustrated in Table 5-3. However for the following Session
2015/2016, each PLO including the new additional PLO has been assessed directly and
individually without any superimposition assumption.
Table 5-1. Summary of courses offered and number of students in 2015
Semester/Session Number of courses
offered
Number of students
registered
Semester I Session 2014/2015 77 1848
Semester II Session 2014/2015 69 1998
Table 5-2. Summary of PLO achievement in percentage for corresponding semester in
Session 2014/2015
PLO
1 2 3 4 5 6 7 8 9
Semester I 64.9 70.5 78.9 71.4 81.5 80.0 78.5 83.8 84.1
Semester II 68.1 83.4 93.3 92.0 97.1 94.2 90.4 85.7 93.7
Table 5-3. Summary of PLO achievement in percentage for corresponding semester in
Session 2014/2015
PLO PLO Superimposition
EXISTING PLO 5 6 5, 6, 7 and 9 8
NEW PLO 10 11 12 13
Attributes of
NEW PLO
Design/
Development and
Solutions
Problem
Analysis
Environmental
and
Sustainability
Engineer and
Society
The superimposition and realignment of the CLO-PLO assessment to cover the additional
new PLO 10 to PLO 13 is reflected in Fig. 5-2, Fig. 5-3, and Fig. 5-4 for 3 culminating
courses: Integrated Project Design (IDP), Final Year Project (FYP), and Industrial
Training, respectively.
Discovering OBE in FKAAS
48
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9
AC
HIE
VED
MA
RK
S
PLO
Semester 1 Session 2014/2015 Semester 2 Session 2014/2015
Fig. 5-1. CLO-PLO achievement for BFF programme in Semester 1 and Semester 2
Session 2014/2015
Fig. 5-2. CLO-PLO achievement for IDP Fig. 5-3. CLO-PLO achievement for FYP2
Discovering OBE in FKAAS
49
Fig. 5-4. CLO-PLO achievement for Industrial Training
Fig. 5-5. Typical example of CLO-PLO assessment with KPI focus on student numbers
Apart from the presentation of CLO-PLO assessment based on PLO marks attainment,
the assessment is also presented based on student numbers who attained a minimum of
55% marks for the PLO. This is illustrated in Fig. 5-5 for a single course.
2015
Discovering OBE in FKAAS
50
5.3 CLO-PLO Assessment – At Course Level and at Student Level
CLO-PLO assessment at course level is conducted automatically for every course
showing the achievement of marks for the related PLO. Fig. 5-6 shows a typical
illustration of CLO-PLO assessment at course level. At student level, the CLO-PLO
assessment is shown in Fig. 5-7.
Fig. 5-6. Typical example of CLO-PLO assessment at course level
Fig. 5-7. Typical example of CLO-PLO assessment at student level for each course
5.4 Fundamental Civil Engineering Exam (FCEE)
Two FCEEs were conducted in 2015, during Semester I Session 2014/2015 and Semester
II Session 2014/2015. The dates of the FCEE and the number of candidates for the exams
are shown in Table 5-4.
Discovering OBE in FKAAS
51
Table 5-4. FCEE performed in Session 2014/2015
Semester, Session Date of FCEE Number of students
Semester I, Session 2014/2015 27 Nov 2014 297
Semester II, Session 2014/2015 5 May 2015 254
Total 551
Fig. 5-8 and Fig. 5-9 show the PLO achievement in Semester I Session 2014/2015 and
Semester II Session 2014/2015, respectively. The overall PLO achievement in 2015 is
shown in Fig. 5-10. The result is based on the average of achievement in both semesters
by considering the number of students in each semester.
Fig. 5-8. FCEE achievement in Semester I Session 2014/2015 in accordance to PLO
Fig. 5-9. FCEE achievement in Semester II Session 2014/2015 in accordance to PLO
Discovering OBE in FKAAS
52
Fig. 5-10. FCEE achievement for year 2015 in accordance to PLO
0
10
20
30
40
50
60
70
1K
2PS
3CS
4CTPS
5TW
6LL
7ES
8ET
9LS
10DDS
11PA
12ESus
13Esoc
Pe
rce
nta
ge
PLO
2012
2013
2014
2015
Fig. 5-11. Comparison of FCEE achievement from year 2012 to 2015
The KPI set is 55% marks as marked by the red line in Fig. 5-8, Fig. 5-9 and Fig. 5-10.
Overall, it is observed that PLO 3 (Communication), PLO 6 (Life-long Learning), and
PLO 9 (Leadership skill) satisfied the KPI while PLO 1 (Knowledge) and PLO 2
(Practical technical skills) are marginally below the KPI. The other PLOs 4 (Critical
Discovering OBE in FKAAS
53
thinking and problem solving), 5 (Teamwork), 7 (Entrepreneurship) and 8 (Ethics) are
found to be significantly below the KPI. These are indicated in Fig. 5-10.
Fig. 5-11 presents the comparison of FCEE achievement according to PLO for the last 4
years from 2012 to 2015. PLO 4 (CTPS) appeared to be the lowest achieved PLO in all
years. The trend of achievement for every PLO was found to be almost similar in all years.
Table 5-5. FCEE results according to overall paper of 40 questions
Section in
IDP course
Semester 1 Semester 2
Number students get
≥ 55% marks for
whole paper
Total
students
Number students get
≥ 55% marks for
whole paper
Total
students
1 1 58 16 58
2 14 61 17 53
3 10 59 20 67
4 3 59 27 57
5 20 60 3 19
Total 48 297 83 254
Percentage 16.2% 32.7%
The following are CQI activities carried out and recommended to improve students’
performance in the upcoming FCEE:
i FCEE is not suitable used to measure students’ achievement in the domain of
psychomotor and affective. Therefore, the FCEE questions should be reviewed and
only used to assess the PLO in cognitive domain.
ii. Student briefing on FCEE should be carried out by the coordinator during the first
meeting of Integrated Design Project course to ensure that the students are well
prepared for the exam;
iii. The FCEE questions should be reviewed by professional engineer or adjunct
professor to increase its quality and suitability; and
Discovering OBE in FKAAS
54
iv. More sets of questions should be prepared to increase the reserve of questions, as a
different set of FCEE questions is used each semester.
Table 5-5 presents the actual number of students who have achieved more than 55%
marks for the overall FCEE paper. The percentages are 16.2% and 32.7% for Semesters 1
and 2, respectively. On a normal scale or normal distribution, this percentage is not
expected to be beyond 50% considering that the content of the paper challenges the real
fundamental understanding of every student. The effort of FKAAS is to aim for a
percentage that is marginally above 50% without lowering the quality of the FCEE paper.
With some aforementioned CQI activities, the increase in percentage is observed between
Semester 1 and Semester 2, from 16.2% to 32.7%, which is a double increment.
5.5 Exit Survey
Out of the 628 sets of questionnaires analysed, 280 (46%) of the respondents are male
students and 348 (54%) are female students (Fig. 5-12).
Fig. 5-12. Exit Survey respondent gender distribution
In gauging the PLO attainment, respondents were asked to evaluate themselves on a scale
of 1 (very poor) to 5 (excellent) according to level of attainment. The KPI of PLO
attainment in Exit Survey is that at least 80% of the respondents have at least good (scale
4) or excellent (scale 5) score.
Discovering OBE in FKAAS
55
0 015
61
22
020406080
100
PLO1:KNOWLEDGEKPI: 80% > Good & Excellent
0 120
60
19
020406080
100
PLO 2: TECHNICAL EXPERTISEKPI: 80% > Good & Excellent
0 121
60
18
020406080
100
PLO 3:COMMUNICATION
KPI: 80% > Good & Excellent
0 121
58
20
020406080
100
PLO 4: PROBLEM SOLVINGKPI: 80% > Good & Excellent
0 014
60
25
020406080
100
PLO 5: TEAMWORK KPI: 80% > Good & Excellent
0 018
59
23
020406080
100
PLO 6:LIFE LONG LEARNINGKPI: 80% > Good & Excellent
0 114
60
25
020406080
100
PLO 7: ENTREPRENEURSHIPKPI: 80% > Good & Excellent
0 014
60
25
020406080
100
PLO 8: ETHICSKPI: 80% > Good & Excellent
Fig. 5-13. Perception of graduating students concerning the attainment of PLO
Discovering OBE in FKAAS
56
0 115
59
25
020406080
100
PLO 9: LEADERSHIPKPI: 80% > Good & Excellent
Fig. 5-13. Perception of graduating students concerning the attainment of PLO
(continued)
Table 5-6. Exit Survey PLO achievement of KPI
PLO % of students responded good (scale 4)
or excellent (scale 5) score
KPI Achievement (80% of the
respondents feedbacks are on the scale of
4 (good and excellent)
1 83 YES
2 79 NO
3 78 NO
4 78 NO
5 85 YES
6 83 YES
7 85 YES
8 85 YES
9 84 YES
Fig. 5-13 shows the results on the students’ perception of themselves in the attainment of
each PLO. It can be seen that 83% of the students have agreed they have attained good
and excellent perception of themselves in the attainment of PLO 1. 79%, of the students
have evaluated themselves to have good and excellent attainment in PLO 2, while 78% of
them agreed to have good or excellent scores in the attainment of PLO 3 and PLO 4
Discovering OBE in FKAAS
57
respectively. PLO 5 and PLO 6 also achieved good or excellent scores where 85% and
83% respectively among the students agreed on this. 85% of the students also have the
perception that they have rated good or excellent scores for PLO 7 and PLO 8
respectively. Finally, PLO 9 have been evaluated that 84% of them agreed to give good or
excellent scores.
Table 5-6 shows the perception of the student on the attainment of PLO 1, PLO 5, PLO 6,
PLO 7, PLO 8 and PLO 9 achieved the KPI criteria where 80% of the respondents’
feedbacks are on the scale of 4 (good and excellent). The perception of the students on
their attainment on PLO 2 (Practical technical skills), PLO 3 (Communication), and PLO
4 (Critical thinking and problem solving), however, showed that the percentage of
students only marginally pass on the KPI criteria. This indicates that some form of
improvement on the students are required with regards to their ability to demonstrate
comprehensive technical expertise in civil engineering, to communicate effectively both
in written and spoken form with engineers, other professionals and community and the
ability to Identify, formulate and provide creative, innovative and effective solutions in
research and complex civil engineering problems through the use of accurate tools.
5.6 Summary of PLO Assessment for 2015
The achievement of PLO for 2015 can be summarised in Table 5-7. Each PLO is
considered attained when the overall average percentage is above 55%. Table 5-7
indicates that all PLOs have been attained. Although all PLOs achieved the KPI, attention
and improvements are required primarily for PLO 4 (Critical thinking and problem
solving) which is less than 65%.
A comparison of PLO achievement between 2014 and 2015 is shown in Fig. 5-14. It is
observed that all of the PLO except for PLO 1 and PLO 2 have shown some measure of
improvement in year 2015 compared to year 2014. Across all PLO, it is also observed
that PLO 4 (CTPS) was found to be the lowest achieved PLO in both years.
Discovering OBE in FKAAS
58
Table 5-7. Summary of PLO achievement in percentage for 2015
PLO CLO-PLO Exit Survey FCEE Ave All KPI ≥ 55%
1 66.5 83.0 50.8 66.8 PASS
2 77.0 79.0 49.2 68.4 PASS
3 86.1 78.0 63.0 75.7 PASS
4 81.7 78.0 31.2 63.6 PASS
5 89.3 85.0 38.9 71.1 PASS
6 87.1 83.0 54.8 75.0 PASS
7 84.5 85.0 31.1 66.9 PASS
8 84.8 85.0 31.8 67.2 PASS
9 93.9 84.0 60.8 79.6 PASS
10 89.3 85.0 38.9 71.1 PASS
11 87.1 83.0 54.8 75.0 PASS
12 88.7 84.3 46.4 73.1 PASS
13 84.8 85.0 31.8 67.2 PASS
0
10
20
30
40
50
60
70
80
90
100
1K
2PS
3CS
4CTPS
5TW
6LL
7ES
8ET
9LS
10DDS
11PA
12ESus
13Esoc
Pe
rce
nta
ge
PLO
2014
2015
Fig. 5-14. Comparison of PLO achievement 2014 and 2015
Discovering OBE in FKAAS
59
5.7 Continuous Quality Improvement (CQI) Efforts
In order to improve CLO within the teaching learning of a particular course, various
strategies can be proposed by the lecturer for the different area of concern. This is
generated in a format known as CQI Report for CLO as shown in Fig. 5-15. The proposed
strategy for improvement is suggested and passed onto the next lecturer automatically via
a course management system.
Fig. 5-15. CQI report for CLO
More comprehensive CQI is also carried out in the class with students for every course.
This is normally recorded in a faculty level form called CQI Report as presented in Fig.
Discovering OBE in FKAAS
60
5-16 which includes description of CQI activities, CQI topics and recommendations for
improvement. An example of CQI effort in Integrated Design Project is given in Fig. 5-17
and Fig. 5-18 where external practicing engineers were invited to examine the students
presenting their projects.
5.8 PLO Achievement for Individual Student via MyPLO
The achievement of PLO at student level for every individual has been developed and
displayed through MyPLO. The detail achievement of an individual student is presented
in Fig. 5-19 while the typical summary is given in Fig. 5-20.
Discovering OBE in FKAAS
62
Fig. 5-17. CQI briefing of IDP
evaluation to external panels
Fig. 5-18. Evaluation of IDP project – a
CQI effort
5.9 Complex Engineering Problem in PLO
Complex Engineering Problem are defined as engineering problems that have some or all
of the following characteristics: (1) involve wide ranging or conflicting technical or
engineering issues; (2) have no obvious solution and require originality in analysis; (3)
involve infrequently encountered issues; (4) are outside problems encompassed by
standards and code of practice for professional engineering; (5) involve diverse group of
stakeholders with wide varying needs; (6) have significant consequences in a range of
contexts; (7) cannot be resolved without an in-depth engineering knowledge .
Complex Engineering Problem (CEP) is mentioned in PLO 1, PLO 4, PLO 10 and PLO
11, all four PLOs being designated with Cognitive Domain as the primary domain type in
FKAAS. Under CEP, accompanying attributes related to Complex problem solving (WP)
and Complex engineering activities (EA) can be found within other different PLO. Such
attributes are found across all courses offered and having different degree of complexity.
However, for a start, 11 courses and all elective courses have been specially selected to
showcase CEP components. This is given in Table 5-8. Each of these courses has been
assigned to various CPS attributes. The CEP activities for every attribute are described in
a form as shown in Fig. 5-21. Further description of CEP and the corresponding PLO are
tabulated in Appendix 5-4. The course matrixes to components of CEP are given in
Appendices 5-5 to 5-7.
Discovering OBE in FKAAS
64
Fig. 5-19. MyPLO detail achievement of individual student
Fig. 5-20. MyPLO summary achievement of individual student
Discovering OBE in FKAAS
65
Table 5-8. Selected courses for CEP components
No Course Code Courses
1 BFC 23702 Creativity and Innovation
2 BFC 32703 Sustainable Construction Management
3 BFC 32102 Reinforced Concrete Design I
4 BFC 32803 Reinforced Concrete Design II
5 BFC 43003 Structural Steel and Timber Design
6 BFC 21502 Geomatic Practice
7 BFC 43103 Foundation Engineering
8 BFC 32403 Environmental Engineering
9 BFC 32904 Industrial Training
10 BFC 43303 Integrated Design Project
11 BFC 43402 Final Year Project I and II
12 BFX 4xxx3 Elective
Discovering OBE in FKAAS
67
6 CONCLUDING REMARKS
Discovering OBE in FKAAS is only made possible after many years of hard effort of the
FKAAS OBE Committee. This book explained the model of OBE in FKAAS and its
implementation in teaching and learning with the faculty. It also described how every
PEO and PLO were measured and analysed. The compilation of the PEO and PLO
assessment findings are useful for further continuous quality improvement to the
programme and to teaching and learning within the faculty.
Discovering OBE in FKAAS
68
Appendix 2-1 PEO Employer Survey
Version 2016
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
EMPLOYER SURVEY
EMPLOYER DETAILS
1. Name :
2. Email :
3. Contact Number :
4. Company Address :
5. I am a : Consultant
Contractor
Developer
Manufacturer
Government Agency
Others : ______________
6. Date Of This Survey :
ALUMNI STATISTICS
Total number of UTHM Alumni you are employing
If more than 9 persons please state
: _______________
1 Person 2 Person 3 Person 4 Person 5 Person 6 Person 7 Person 8 Person 9 Person
Graduated 3
to 5 years
ago
Discovering OBE in FKAAS
69
GRADUATE RATING (graduated 3 to 5 years ago)
Kindly rate UTHM graduates
Please rate the strength of UTHM alumni.
Fail Poor Average Good Excellent
1. Knowledgeable in Engineering, Mathematics &
Science
1 2 3 4 5
2. Technically competent 1 2 3 4 5
3. Have a sense of number and dimensions 1 2 3 4 5
4. Proficient in spoken English 1 2 3 4 5
5. Proficient in written English 1 2 3 4 5
6. Able to prepare and deliver presentation 1 2 3 4 5
7. Able to prepare report containing words and
drawings
1 2 3 4 5
8. Able to lead a given task or project 1 2 3 4 5
9. Able to work with others in a team 1 2 3 4 5
10. Able to solve problems related to work 1 2 3 4 5
11. Willing to share ideas 1 2 3 4 5
12. Willing to do things in the right way 1 2 3 4 5
13 Willing and able to follow instruction 1 2 3 4 5
14 Show concerns for safety, quality and
environmental protection
1 2 3 4 5
15 Have basic interpersonal skills 1 2 3 4 5
16 Bold and courageous to explore new ideas 1 2 3 4 5
17 Often ready to initiate ideas 1 2 3 4 5
18 Enthusiastic and productive at work 1 2 3 4 5
19 Willing to learn and improve technical abilities 1 2 3 4 5
20 Able to understand and meet expectations of
customers
1 2 3 4 5
THANK YOU
Discovering OBE in FKAAS
70
Appendix 2-2 PEO Alumni Survey
Version 2016
PROGRAMME EDUCATIONAL OBJECTIVES (PEO)
ALUMNI SURVEY
PART 1 : PERSONAL DETAILS
1. Name :
2. Email :
3. Contact Number
4. Year Graduate Degree
Programme
:
:
5. Position :
6. Company Address :
PART 2: PROGRAMME EDUCATIONAL OBJECTIVES
Please rate on a scale of 1 (Very Poor) to 5 (Excellent) how well has each of these PEO been achieved in
you from the day you graduated until now
Very
Poor Poor Average Good Excellent
PEO
1
Knowledgeable and technically competent in
civil engineering discipline in-line with the
industry requirement.
1
2
3
4
5
PEO
2
Effective in communication and demonstrate
good leadership quality in an organization
1
2
3
4
5
PEO
3
Capable to solve civil engineering problems
innovatively, creatively and ethically
through sustainable approach
1
2
3
4
5
PEO
4
Able to demonstrate entrepreneurship skills
and recognize the need of life-long learning
for successful career advancement
1
2
3
4
5
Discovering OBE in FKAAS
71
PART 3: TRACER STUDY FOR ALUMNI
Programme Educational Objectives (PEO) FKAAS
Please tick in the box below.
1. Have been promoted or offered to a better position Yes No
2. Have been involved in research/construction project
proposal either as member or leader Yes No
3. I am a Professional Engineer (PE) Yes No
4. Have published papers in conference/journal Yes No
5. Have held leadership positions for a taskforce or project
within an organization Yes No
6. Have been involved in civil engineering
design/construction projects Yes No
7. Have been involved in research and/or development
projects related to civil engineering Yes No
8. Have been attending Continuous Professional
Development courses. Yes No
9. Have furthered studies to a higher degree Yes No
10. Have ventured into business (self-owned or partnership) Yes No
THANK YOU
Discovering OBE in FKAAS
72
Appendix 3-1 PLO Exit Survey
EXIT SURVEY PROGRAM LEARNING OUTCOME (PLO) FKAAS
Please rate (tick in the box below) on a scale of 1 (POOR) to 5 (EXCELLENT) how well has each of the 13
PLO been achieved in you.
PART 1: PERSONAL DETAILS
1. Name :
2. Matric Number :
3. Gender :
4. Working Status : Further Study Master or PhD
Not Employed
Employed (Civil Engineering)
Employed (Not Civil Engineering)
PART 2: PROGRAM LEARNING OUTCOME (PLO)
Please rate (tick in the box below) on a scale of 1 (Fail) to 5 (Excellent) how well has UTHM graduates
fulfil these PLO
Fail Poor Average Good Excellent
1. Apply knowledge of mathematics, science,
engineering fundamentals and an engineering
specialization to the solution of complex civil
engineering problems.
1
2
3
4
5
2. Create, select and apply appropriate techniques,
resources, and modern engineering and IT tools,
including prediction and modelling, to complex
civil engineering activities, with an understanding
of the limitations.
1
2
3
4
5
3. Communicate effectively on complex civil
engineering activities with the engineering
community and with society at large, such as
being able to comprehend and write effective
reports and design documentation, make effective
presentations, and give and receive clear
instructions.
1
2
3
4
5
4. Conduct investigation into complex problems
using research based knowledge and research
methods including design of experiments,
analysis and interpretation of data, and synthesis
of information to provide valid conclusions.
1
2
3
4
5
5. Function effectively as an individual, and as a
member or leader in diverse teams and in multi-
disciplinary settings. 1 2 3 4 5
Discovering OBE in FKAAS
73
6. Recognize the need for, and have the preparation
and ability to engage in independent and life-long
learning in the broadest context of technological
change.
1 2 3 4 5
7. Self-motivate and enhance entrepreneurship skills
for career development. 1 2 3 4 5
8. Apply ethical principles and commit to
professional ethics and responsibilities and norms
of engineering practice. 1 2 3 4 5
9. Demonstrate knowledge and understanding of
engineering and management principles and
apply these to one’s own work, as a member and
leader in a team, to manage projects and in
multidisciplinary environments.
1 2 3 4 5
10. Design solutions for complex engineering
problems and design systems, components or
processes that meet specified needs with
appropriate consideration for public health and
safety, cultural, societal, and environmental
considerations.
1 2 3 4 5
11. Identify, formulate, research literature and
analyze complex engineering problems reaching
substantiated conclusions using first principles of
mathematics, natural sciences and engineering
sciences.
1 2 3 4 5
12. Understand the impact of professional
engineering solutions in societal and
environmental contexts and demonstrate
knowledge of and need for sustainable
development.
1 2 3 4 5
13. Apply reasoning informed by contextual
knowledge to assess societal, health, safety, legal
and cultural issues and the consequent
responsibilities relevant to professional
engineering practice.
1 2 3 4 5
PART 3: VERIFICATION
E-mail : ___________________________________
THANK YOU
Discovering OBE in FKAAS
56
Appendix 5-1 Mapping Matrix of Courses to PLOs
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m
So
lvin
g /
In
vest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/ M
od
ern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
eer
an
d S
ocie
ty
K CTPS DDS PA PS CS ES LS TW LLL ET Esus Esoc
Course Code Course Credit
PL
O-
1
PL
O-
4
PL
O-
10
PL
O-
11
PL
O-
2
PL
O-
3
PL
O-
7
PL
O-
9
PL
O-
5
PL
O-
6
PL
O-
8
PL
O-
12
PL
O-
13
University Compulsory Courses
1 UWB 10102 Academic English 2 3 3 3
2 UWB 10202 Effective Communication 2 3 2 3
3 UWS 10103 Nationhood and Current
Development of Malaysia 3 2 3 3
4 UWS 10202 Ethnics Relationship 2 2 2 3
5 UWA10302 Islamic and Asian Civilization 2 2 2 3
6 UWA10102/ UWA10202
Islamic Studies/Moral Studies 2 2 2 3
Note: Value in table refers to Taxonomy Level.
Discovering OBE in FKAAS
57
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
D
esi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-
10
PL
O-
11
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-
12
PL
O-
13
University Compulsory Courses
7 UQ* 1xxx1 Co-Curriculum I 1 3 4 3
8 UQ* 1xxx1 Co-Curriculum II 1 3 4 3
9 UMB 1xxx2 Foreign Language 2 2 3 3
10 UWB 20302 Technical Writing 2 3 2 3
11 BFC 23702 Creativity and Innovation 2 3 3 3
Total 21
Note: Value in table refers to Taxonomy Level.
Discovering OBE in FKAAS
58
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
D
esi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Science and Mathematics
12 BFC 13903 Civil Engineering Mathematic I 3 3 3 2
13 BFC 14003 Civil Engineering Mathematic II 3 3 3 2
14 BFC 24103 Civil Engineering Mathematic III 3 3 3 2
15 BFC 24203 Civil Engineering Mathematic IV 3 4 4 3
16 BFC 34303 Civil Engineering Statistic 3 4 4 3
Total 15
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
59
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Faculty’s Supporting Courses
17 BFC 20802 Computer Programming 2 4 5 2
18 BFC 10202 Nature Conservation 2 2 2 2
19 BPK 20802 Entrepreneurship 2 4 3 3
20 BPK 30902 Engineering Economics 2 4 2 3
21 BFC 32202 Engineer and The Society 2 4 6 5
22 BFC 32703 Sustainable Construction
Management 3 4 4 4
Total 13
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
60
Course to Learning Outcome Matrix
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
D
esi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course
Credi
t
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Core Engineering Courses
Structure and Materials Engineering
23 BFC 10103 Static and Dynamic 3 3 2 3
24 BFC 10502 Civil Engineering Materials 2 2 2 2
25 BFC 20601 Material and Fluid
Laboratory 1
26 BFC 20903 Mechanics of Materials 3 4 4 3
27 BFC 21403 Structural Analysis 3 4 3 3
28 BFC 32102 Concrete Structure Design I 2 4 4 4
29 BFC 32803 Concrete Structure Design
II 3 4 4 4
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
61
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
D
esi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Core Engineering Courses
30 BFC 43003 Steel and Timber Structure
Design 3 4 4 4
31 BFC 43201 Civil Engineering Software
Applications 1 4 4 4
Building and Construction Engineering
32 BFC 10303 Engineering Drawing and CAD 3 3 4 3
33 BFC 31602 Contract and Estimation 2 3 3 2
34 BFC 43502 Occupational Safety and Health 2 4 4 4
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
62
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Infrastructure and Geomatic Engineering
35 BFC 20703 Geomatic Engineering 3 4 4 4
36 BFC 21303 Geology Engineering 3 3 4 3
37 BFC 21502 Geomatic Engineering Practice 2 2 4 2
38 BFC 21702 Geotechnic I 2 3 3 3
39 BFC 31802 Highway Engineering 2 4 4 3
40 BFC 31901 Geotechnics and Structure
Laboratory 1 2 4 2
41 BFC 32302 Traffic Engineering and Safety 2 4 4 3
42 BFC 34402 Geotechnic II 2 4 4 4
43 BFC 43103 Foundation Engineering 3 5 4 4
Discovering OBE in FKAAS
63
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/
Pro
ject
Man
agem
en
t
an
d F
inan
ce
In
div
idu
al an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d
Pro
fess
ion
alism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d
So
cie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Core Engineering Courses
Water and Environmental Engineering
44 BFC 10403 Fluid Mechanics 3 4 3 2
45 BFC 21103 Hydraulics 3 4 3 3
46 BFC 21201 Hydraulics and Mechanics of
Material Laboratory 1 2 4 2
47 BFC 32002 Hydrology 2 4 3 3
48 BFC 32403 Environmental Engineering 3 4 3 4
49 BFC 32501 Environmental Engineering and
Transportation Laboratory 1 2 4 2
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
64
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/
Pro
ject
Man
agem
en
t
an
d F
inan
ce
In
div
idu
al an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d
Pro
fess
ion
alism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d
So
cie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-1
0
PL
O-1
1
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-1
2
PL
O-1
3
Building and Construction Engineering
50 BFC 21002 Construction Engineering 2 3 3 2
51 BFC 32602 Mechanical and Electrical
System 2 4 3 3
52 BFC 32904 Industrial Training 4 6 5 5
53 BFC 43303 Integrated Design Project 3 5 5 5
54 BFC 43402 Final Year Project I 2 5 5 4
55 BFC 43604 Final Year Project II 4 6 6 5
Total 78
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
65
Course to Learning Outcome Matrix
Learning Outcome
COGNITIVE PSYCHOMOTOR AFFECTIVE
En
gin
eeri
ng K
no
wle
dge
Cri
tical T
hin
kin
g a
nd
Pro
ble
m S
olv
ing /
Invest
igati
on
Desi
gn
/ D
evelo
pm
en
t o
f
So
luti
on
s
Pro
ble
m A
naly
sis
Pra
cti
cal/ T
ech
. S
kills
/
Mo
dern
To
ol U
sage
Co
mm
un
icati
on
Skills
En
trep
ren
eu
rsh
ip S
kills
Lead
ers
hip
Skills
/ P
roje
ct
Man
agem
en
t an
d F
inan
ce
Ind
ivid
ual an
d T
eam
Wo
rk
Lif
e L
on
g L
earn
ing
Eth
ics
an
d P
rofe
ssio
nalism
Valu
es
En
vir
on
men
t an
d
Su
stain
ab
ilit
y
Th
e E
ngin
ee
r an
d S
ocie
ty
Course
Code Course Credit
PL
O-1
PL
O-4
PL
O-
10
PL
O-
11
PL
O-2
PL
O-3
PL
O-7
PL
O-9
PL
O-5
PL
O-6
PL
O-8
PL
O-
12
PL
O-
13
Elective Courses
56 BF* 40**3 Elective 1 3 5 4 5
57 BF* 40**3 Elective 2 3 5 4 5
58 BF* 40**3 Elective 3 3 5 4 5
Total 9
Overall Total 136
Note: Value in table refers to Taxonomy Level
Discovering OBE in FKAAS
66
Appendix 5-2 CLO-PLO Data for Semester 1 Session 2014/2015
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Cohort of Students ALL2014/ 2015/ 1
CLO Achievement (in %)
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
UMB 1011 English for Academic Purposes 1
UMB 1052 Effective Communication 2
UMA 1162 Tamadun Islam dan Tamadun Asia 2
UM*1312 Bahasa Asing 2
UQ* 1xx1 Ko-Kurikulum I 1
BFC 10103 Statik dan Dinamik 3 55.96% 80.68% 85.48%
BFC 10202 Pemuliharaan Alam Semulajadi 2 71.40% 85.06% 82.41%
Ye
ar 1
, Se
m 1
Discovering OBE in FKAAS
67
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Cohort of Students ALL2014/ 2015/ 1
CLO Achievement (in %)
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
UMB 1042 Technical Writing 2
* UMS 1113Kenegaraan dan Pembangunan
Mutakhir Malaysia3
BFC 10403 Mekanik Bendalir 3 58.48% 71.68% 71.68%
BFC10601 Makmal Bahan dan Bendalir 1 83.15% 79.52% 82.70%
UMA 1182/
UMA 1142Pengajian Islam / Pengajian Moral 2
UQ*1xx1 Ko-Kurikulum II 1
BFC 23702 Creativity and Innovation 2
BSM 2913 Matematik Kejuruteraan III 3
BFC 20703 Geomatik Kejuruteraan 3 60.15% 65.36% 67.76%
BFC 20802 Pengaturcaraan Komputer 2
BFC 20903 Mekanik Bahan 3 58.44% 81.77% 80.73%
Ye
ar 1
, Se
m 2
Ye
ar 2
, Se
m 1
Discovering OBE in FKAAS
68
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Cohort of Students ALL2014/ 2015/ 1
CLO Achievement (in %)
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
** UMS 1122 Hubungan Etnik 2
BFC 21002 Kejuruteraan Pembinaan 2 76.97% 67.24% 91.62%
BFC 21103 Hidraulik 3 53.44% 85.49% 88.41%
BFC 21201Makmal Hidraulik dan Mekanik
Bahan1 79.89% 86.11% 85.73%
BFC 21303 Geologi Kejuruteraan 3 53.92% 88.88% 97.48%
BFC 21403 Analisis Struktur 3 90.84% 52.83% 83.97%
BFC 21702 Geoteknik I 2 62.53% 91.79% 85.12%
BFC 31703 Geoteknik 3 62.20% 86.67% 89.29%
BFC 31802 Kejuruteraan Jalan Raya 2 72.38% 86.37% 53.42%
BFC 31901 Makmal Geoteknik dan Struktur 1
BFC 32002 Hidrologi 2 62.64% 97.50% 86.78%
BFC 32102 Rekabentuk Struktur Konkrit I 2 56.53% 81.93% 83.58%
BFC 34402 Geoteknik II 2 55.20% 74.00% 82.97%
Ye
ar 2
, Se
m 2
Ye
ar 3
, Se
m 1
Discovering OBE in FKAAS
69
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Cohort of Students ALL2014/ 2015/ 1
CLO Achievement (in %)
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
BFC 32302Kejuruteraan Trafik dan
Keselamatan2 58.86% 76.50% 92.35%
BFC 32403 Kejuruteraan Alam Sekitar 3 53.24% 70.56% 87.52%
BFC 32501Makmal Kej. Alam Sekitar dan
Pengangkutan1 72.72% 88.20% 73.47%
BFC 32602 2 65.25% 78.19% 76.56%
BFC 32603 3 61.93% 76.00% 80.00%
BFC 32703 Pengurusan Pembinaan Lestari 3 64.20% 65.33% 76.78%
BFC 32802 2 76.17% 71.42% 39.75%
BFC 32803 3 85.75% 79.73% 50.52%
BFC 43003Rekabentuk Struktur Keluli dan
Kayu3 80.29% 85.72% 43.23%
BFC 43103 Kejuruteraan Asas 3 52.53% 73.25% 73.20%
BFC 43201Aplikasi Perisian Kejuruteraan
Awam1 79.57% 75.09% 75.15%
BFC 43303 Projek Rekabentuk Bersepadu 3 71.40% 83.53% 82.51%
BPK 30902 Ekonomi Kejuruteraan 2
BFB 40603 Perkhidmatan Bangunan 1 3 59.80% 58.76% 73.24%
BFP 40103Perancangan dan Penjadualan
Pembinaan3 60.21% 78.17% 79.67%
BFP 40503 Pengurusan Kewangan Projek 3 54.67% 80.61% 80.61%
Ye
ar 4
, Se
m 1
Ye
ar 3
, Se
m 2
Sistem Mekanikal dan Elektrikal
Rekabentuk Struktur Konkrit II
Discovering OBE in FKAAS
70
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
Cohort of Students ALL2014/ 2015/ 1
CLO Achievement (in %)
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
BFB 40703 Perkhidmatan Bangunan 2 3 75.97% 80.77% 66.32%
BFS 40903 Rekabentuk Struktur Lanjutan 3 51.61% 82.21% 87.29%
BFS 40603 Rekabentuk Konkrit Pra-tegasan 3 55.02% 78.67% 72.08%
BFW 40103 Kejuruteraan Sumber Air 3 65.17% 78.19% 85.49%
BFW 40403 Kejuruteraan Air Bumi 3 67.43% 90.00% 86.35%
BFA 40403 Rekabentuk Kejuruteraan Air Sisa 3 73.91% 69.57% 73.19%
BFA 40203 Rekabentuk Bekalan Air 3 82.08% 100.00% 90.13%
BFG 40303 Geo Persekitaran 3 62.15% 64.80% 86.51%
BFT 40303 Kejuruteraan Pengangkutan 3 67.84% 82.30% 78.37%
BFG 4033 Geo Persekitaran 3 80.70% 44.80% 94.00%
BFT 40203 Kejuruteraan Turapan 3 79.19% 67.15% 79.85%
BFG 40203 Geoteknik Lanjutan 3 76.96% 61.70% 70.00%
18 30 17 26 11 20 2 3 5 0 0 0 0
64.9% 70.5% 78.9% 71.4% 81.5% 80.0% 78.5% 83.8% 84.1% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
PASSED PASSED PASSED PASSED PASSED PASSED PASSED PASSED PASSED #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Ye
ar 4
, Se
m 2
Number of courses
Average PLO Achievement
KPI Status
Discovering OBE in FKAAS
71
Appendix 5-3 CLO-PLO Data for Semester 2 Session 2014/2015
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
Cohort of Students ALL2014/ 2015/ 2
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
CLO Achievement (in %)
UMB 1011 English for Academic Purposes 1
UMB 1052 Effective Communication 2
UMA 1162 Tamadun Islam dan Tamadun Asia 2
UM*1312 Bahasa Asing 2
UQ* 1xx1 Ko-Kurikulum I 1
BFC 13903 Matematik Kej. Awam I 3 23.81% 97.62% 92.86%
BFC 10102 2 100.00% 100.00% 100.00%
BFC 10103 2 43.48% 100.00% 100.00%
BFC 10202 Pemuliharaan Alam Semulajadi 2 40.18% 91.07% 41.96%
UMB 1042 Technical Writing 2
* UMS 1113Kenegaraan dan Pembangunan
Mutakhir Malaysia3
BFC 14003 Matematik Kej. Awam II 3 64.22% 99.76% 97.87%
BFC 10303 Lukisan Kejuruteraan dan CAD 3 99.53% 96.68% 100.00%
BFC 10403 Mekanik Bendalir 3 68.90% 99.52% 100.00%
BFC 10502 Bahan Kejuruteraan Awam 2 90.91% 93.94% 100.00%
Ye
ar 1
, Se
m 1
Ye
ar 1
, Se
m 2
Statik & Dinamik
Discovering OBE in FKAAS
72
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
Cohort of Students ALL2014/ 2015/ 2
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
CLO Achievement (in %)
UMA 1182/
UMA 1142Pengajian Islam / Pengajian Moral 2
UQ*1xx1 Ko-Kurikulum II 1
BFC 23702 Creativity and Innovation 2 100.00% 95.76% 100.00%
BFC 24103 Matematik Kej. Awam III 3 47.55% 99.30% 100.00%
BFC 20703 Geomatik Kejuruteraan 3
BFC 20802 Pengaturcaraan Komputer 2 74.36% 99.49% 78.46%
BFC 20903 Mekanik Bahan 3 50.88% 98.94% 96.11%
** UMS 1122 Hubungan Etnik 2
BFC 24203 Matematik Kej. Awam IV 3 68.98% 99.75% 99.26%
BFC 21002 Kejuruteraan Pembinaan 2 21.28% 77.13%
BFC 21103 Hidraulik 3 75.18% 98.23% 94.68%
BFC 21201Makmal Hidraulik dan Mekanik
Bahan1 100.00% 99.78% 87.99%
BFC 21303 Geologi Kejuruteraan 3 46.40% 100.00% 99.09%
BFC 21403 Analisis Struktur 3 20.87% 96.96% 92.61%
BFC 21702 Geoteknik I 2 18.73% 98.23% 98.94%
Ye
ar 2
, Se
m 1
Ye
ar 2
, Se
m 2
Discovering OBE in FKAAS
73
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
Cohort of Students ALL2014/ 2015/ 2
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
CLO Achievement (in %)
BFC 34303 Statistik Kejuruteraan Awam 3 33.33% 100.00% 100.00%
BFC 31802 Kejuruteraan Jalan Raya 2 90.82% 99.52% 25.60%
BFC 31901 Makmal Geoteknik dan Struktur 1 98.12% 94.34% 98.12%
BFC 32002 Hidrologi 2 61.11% 94.44% 99.67%
BFC 32102 Rekabentuk Struktur Konkrit I 2 72.84% 97.94% 97.94%
BPK 20802 Keusahawanan 2 100.00% 100.00% 94.00%
BFC 34402 Geoteknik II 2 76.22% 100.00% 100.00%
BFC 32202 Jurutera dan Masyarakat 2 79.01% 88.89% 100.00%
BFC 32302Kejuruteraan Trafik dan
Keselamatan2 51.31% 84.73% 97.14%
BFC 32403 Kejuruteraan Alam Sekitar 3 55.02% 93.78% 98.80%
BFC 32501Makmal Kej. Alam Sekitar dan
Pengangkutan1 85.48% 99.52% 99.52%
BFC 32602 Sistem Mekanikal dan Elektrikal 2 99.09% 85.11% 83.89%
BFC 32703 Pengurusan Pembinaan Lestari 3 85.57% 100.00% 97.59%
BFC 32802 2 60.00% 60.00% 0.00%
BFC 32803 3 93.09% 91.78% 47.37%
Ye
ar 3
, Se
m 1
Ye
ar 3
, Se
m 2
Rekabentuk Struktur Konkrit II
Discovering OBE in FKAAS
74
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
Cohort of Students ALL2014/ 2015/ 2
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
CLO Achievement (in %)
BFC 43003Rekabentuk Struktur Keluli dan
Kayu3 87.54% 98.22% 52.31%
BFC 43103 Kejuruteraan Asas 3 63.64% 98.48% 98.48%
BFC 43201Aplikasi Perisian Kejuruteraan
Awam1 89.40% 94.04% 88.74%
BFC 43303 Projek Rekabentuk Bersepadu 3 100.00% 96.89% 99.22%
BPK 30902 Ekonomi Kejuruteraan 2 86.25% 99.24%
BFB 40603 Perkhidmatan Bangunan 1 3 100.00% 98.75% 100.00%
BFP 40103Pengurusan dan Penjadualan
Pembinaan3 100.00% 97.50% 100.00%
BFB 40903 Penyelenggaraan Bangunan 3 90.00% 100.00% 100.00%
BFP 40503 Pengurusan Kewangan Projek 3 56.25% 93.75%
Ye
ar 4
Se
m 1
Discovering OBE in FKAAS
75
PL0 1 PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8 PL0 9 PL0 10 PL0 11 PL0 12 PL0 13
K PS
CS
CTP
S
TS LL ES ET LS
No. Course Code Course Name Credit
Cohort of Students ALL2014/ 2015/ 2
Faculty/ Centre
Programme
Session/ Semester
Taxonomy Domains (C, P, or A)
Programme Learning Outcomes (PLOs)
Learning Domains
KPI for CLO
KPI for PLO
50% OF STUDENT ACHIEVED ≥ 55% MARKS
55%BACHELOR OF CIVIL ENGINEERING
FACULTY OF CIVIL AND ENVIRONMENTAL ENGINEERING
CLO Achievement (in %)
BFC 43501Keselamatan dan Kesihatan
Pekerjaan1 98.86% 96.02% 92.05%
BFS 40103 Analisis Struktur Lanjutan 3 75.86% 93.10% 93.10%
BFB 40703 Perkhidmatan Bangunan 2 3 100.00% 100.00% 84.42%
BFK 40403 Rekabentuk Struktur Kayu Lanjutan 3 75.00% 91.67% 91.67%
BFS 40303 Rekabentuk Konkrit Pra-tegasan 3 80.00% 97.14% 97.14%
BFW 40503 Pengurusan Air Ribut 3 84.27% 96.63% 97.75%
BFW 40403 Kejuruteraan Air Bumi 3 85.19% 93.83% 100.00%
BFA 40403 Rekabentuk Kejuruteraan Air Sisa 3 100.00% 95.24% 95.24%
BFW 40303Kejuruteraan Pantai dan
Pelabuhan3 97.73% 98.86%
BFA 40203 Rekabentuk Bekalan Air 3 86.08% 97.47% 97.47%
BFG 40303 Geo Persekitaran 3 54.20% 95.80% 95.80%
BFT 40303 Kejuruteraan Pengangkutan 3 82.05% 100.00% 98.72%
BFS 40603 Teknologi Konkrit 3 100.00% 98.78% 100.00%
BFT 40203 Kejuruteraan Turapan 3 78.19% 84.52% 97.82%
BFP 40203 Pengurusan Loji Pembinaan 3 74.68% 100.00% 100.00%
BFT 40503 Kejuruteraan Trafik Lanjutan 3 28.57% 97.40% 87.01%
BFG 40203 Geoteknik Lanjutan 3 98.63% 80.14% 95.89%
BFA 40303Pengurusan Sisa Pepejal dan Sisa
Berbahaya3 100.00% 97.62% 100.00%
31 34 16 39 15 32 3 5 4 0 0 0 0
68.1% 83.4% 93.3% 92.0% 97.1% 94.2% 90.4% 85.7% 93.7% #DIV/0! #DIV/0! #DIV/0! #DIV/0!
PASSED PASSED PASSED PASSED PASSED PASSED PASSED PASSED PASSED #DIV/0! #DIV/0! #DIV/0! #DIV/0!
Ye
ar 4
, Se
m 2
Number of courses
Average PLO Achievement
KPI Status
Discovering OBE in FKAAS
76
Appendix 5-4 Complex Engineering Problem Graduate Attributes (referenced from http://www.ieagreements.org )
No
.EAC Key Word PLO BEJ
Graduate Attribute Profiles for Washington
Accord Graduate (IEA 2013, pg 10-11)
Knowledge
Profile
(Initial WK)
Complex Problem
Solving
(Initial WP)
Complex
Engineering
Activities
(WK) (WP) (EA)
1 Engineering Knowledge
Pengetahuan
Knowledge
WA1: Apply knowledge of mathematics, natural
science, engineering fundamentals and an
engineering specialization as specified in WK1 to
WK4 respectively to the solution of complex
engineering problems.
(Note: WK ranges in Knowledge Profile)
(WK1 - WK4)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
Nil
2 Modern Tool UsageKemahiran Praktikal
Practical Skills
WA5: Create, select and apply appropriate
techniques, resources, and modern engineering and
IT tools, including prediction and modelling, to
complex engineering
problems, with an understanding of the limitations.
(WK6)
(Note: WK ranges in Knowledge Profile)
(WK6)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
Nil
3 Communication
Kemahiran Komunikasi
Communication Skills
WA10: Communicate effectively on complex
engineering activities with the engineering
community and with society at large, such as being
able to comprehend and write effective reports and
design documentation, make effective presentations,
and give and receive clear instructions.
(WK1 - WK4) Nilsome or all of
EA1 to EA5
IEA Graduate Attributes and Professional Competencies
Discovering OBE in FKAAS
77
No
.EAC Key Word PLO BEJ
Graduate Attribute Profiles for Washington
Accord Graduate (IEA 2013, pg 10-11)
Knowledge
Profile
(Initial WK)
Complex Problem
Solving
(Initial WP)
Complex
Engineering
Activities
(WK) (WP) (EA)
4 Investigation
Pemikiran Kritikal &
Penyelesaian Masalah
Critical Thinking &
Problem Solving
WA4: Conduct investigations of complex problems
using research-based knowledge (WK8) and research
methods including design of experiments, analysis
and interpretation of data, and synthesis of
information to provide valid conclusions.
(Note: WK ranges in Knowledge Profile)
(WK8)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
some or all of
EA1 to EA5
5Individual and Team
Work
Kemahiran Kerja
Kumpulan
Team Work Skills
WA9: Function effectively as an individual, and as a
member or leader in diverse teams and in multi-
disciplinary settings. (WK1 - WK4) Nil Nil
6 Life Long Learning
Pembelajaran Sepanjang
Hayat
Life Long Learning
WA12: Recognize the need for, and have the
preparation and ability to engage in independent and
life-long learning in the broadest context of
technological change.
(WK1 - WK4) Nil Nil
7 Entrepreneurship Skills
Kemahiran
Keusahawanan
Entrepreneurship Skills
Not related Nil NIl
IEA Graduate Attributes and Professional Competencies
Discovering OBE in FKAAS
78
No
.EAC Key Word PLO BEJ
Graduate Attribute Profiles for Washington
Accord Graduate (IEA 2013, pg 10-11)
Knowledge
Profile
(Initial WK)
Complex Problem
Solving
(Initial WP)
Complex
Engineering
Activities
(WK) (WP) (EA)
8 Ethics
Nilai Etika dan
Profesionalisma
Ethics and
Professionalisme Values
WA8: Apply ethical principles and commit to
professional ethics and responsibilities and norms of
engineering practice. (WK7)
(Note: WK ranges in Knowledge Profile) (WK7)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
some or all of
EA1 to EA5
9Project Management
and Finance
Kemahiran Kepimpinan
Leadership Skills
WA11: Demonstrate knowledge and understanding of
engineering management principles and economic
decision-making and apply these to one’s own work,
as a member and leader in a team, to manage
projects and in multidisciplinary environments.
(WK1 - WK4) Nil Nil
10
Design/
Development of
Solutions
Rekabentuk
Design
WA3: Design solutions for complex engineering
problems and design systems, components or
processes that meet specified needs with appropriate
consideration for public health and safety, cultural,
societal, and environmental considerations. (WK5)
(Note: WK ranges in Knowledge Profile)
(WK5)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
some or all of
EA1 to EA5
IEA Graduate Attributes and Professional Competencies
Discovering OBE in FKAAS
79
No
.EAC Key Word PLO BEJ
Graduate Attribute Profiles for Washington
Accord Graduate (IEA 2013, pg 10-11)
Knowledge
Profile
(Initial WK)
Complex Problem
Solving
(Initial WP)
Complex
Engineering
Activities
(WK) (WP) (EA)
11Environment and
Sustainability
Persekitaran &
Kelestarian
Environment &
Sustainabilily
WA7: Understand and evaluate the sustainability and
impact of professional engineering work in the
solution of complex engineering problems in societal
and environmental contexts. (WK7)
(Note: WK ranges in Knowledge Profile)
(WK7)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
Nil
12 Problem Analysis
Analisa Masalah
Problem Analysis
WA2: Identify, formulate, research literature and
analyse complex engineering problems reaching
substantiated conclusions using first principles of
mathematics, natural sciences and engineering
sciences. (WK1 to WK4)
(Note: WK ranges in Knowledge Profile)
(WK1 - WK4)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
some or all of
EA1 to EA5
13 Engineer and Society
Jurutera & Masyarakat
Engineer & Society
WA6: Apply reasoning informed by contextual
knowledge to assess societal, health, safety, legal
and cultural issues and the consequent
responsibilities relevant to professional
engineering practice and solutions to complex
engineering problems. (WK7)
(Note: WK ranges in Knowledge Profile)
(WK7)
Must have WP1 AND
some or ALL WP2 to WP7
(AND must resolve with one
or more of WK3, WK4, WK5,
WK6 or WK8)
Nil
IEA Graduate Attributes and Professional Competencies
Discovering OBE in FKAAS
80
Appendix 5-5 Knowledge Profile (WK)
Bil Kod Kursus Kursus Kredit KP 1 KP 2 KP 3 KP 4 KP 5 KP 6 KP 7 KP 8
1 UWB 10102 Academic English 2 x
2 UWB 10202 Effective Communication 2 x x
3 UWS 10303 Kenegaraan dan Pembangunan Mutakhir Malaysia 3 x
4 UWS 10202 Hubungan Etnik 2 x
5 UWA 10302 Tamadun Islam dan Tamadun Asia 2 x
6UWA 10102 /
UWA 10202Pengajian Islam / Pengajian Moral 2 x
7 UQ* 1xxx1 Ko-Kurikulum I 1 x
8 UQ* 1xxx1 Ko-Kurikulum II 1 x
9 UQ* 1xxx2 Bahasa Asing 2 x
10 UWB 20302 Technical Writing 2 x
11 BFC 13903 Matematik Kejuruteraan Awam I 3 x
12 BFC 14003 Matematik Kejuruteraan Awam II 3 x
13 BFC 24103 Matematik Kejuruteraan Awam III 3 x
14 BFC 24203 Matematik Kejuruteraan Awam IV 3 x
15 BFC 34303 Statistik Kejuruteraan Awam 3 x
16 BFC 20802 Pengaturcaraan Komputer 2 x
17 BFC 10202 Pemuliharaan Alam Semulajadi 2 x x
18 BFC 23702 Creativity and Innovation 2 x
19 BPK 20802 Keusahawanan 2 x
20 BPK 30902 Ekonomi Kejuruteraan 2 x
21 BFC 32202 Jurutera dan Masyarakat 2 x
22 BFC 32703 Pengurusan Pembinaan Lestari 3 x
23 BFC 10103 Statik dan Dinamik 3 x x
24 BFC 10502 Bahan Kejuruteraan Awam 2 x x x
25 BFC 20601 Makmal Bahan dan Bendalir 1 x x x
26 BFC 20903 Mekanik Bahan 3 x x
27 BFC 21403 Analisis Struktur 3 x x x
28 BFC 32102 Rekabentuk Struktur Konkrit I 2 x x x x
29 BFC 32803 Rekabentuk Struktur Konkrit II 3 x x x x
30 BFC 43003 Rekabentuk Struktur Keluli dan Kayu 3 x x x x
31 BFC 43201 Perisian Kejuruteraan Awam 1 x x x
32 BFC 10303 Lukisan Kejuruteraan dan CAD 3 x
33 BFC 31602 Kontrak dan Taksiran 2 x
34 BFC 43502 Kesihatan dan Keselamatan Pekerjaan 2 x
35 BFC 20703 Geomatik Kejuruteraan 3 x x
36 BFC 21303 Geologi Kejuruteraan 3 x x x
37 BFC 21502 Amalan Geomatik 2 x x x
38 BFC 21702 Geoteknik I 2 x x x
39 BFC 31802 Kejuruteraan Jalan Raya 2 x x x
40 BFC 31901 Makmal Geoteknik dan Struktur 1 x x x
41 BFC 32302 Kejuruteraan Trafik dan Keselamatan 2 x x x
42 BFC 33802 Geoteknik II 2 x x x
43 BFC 43103 Kejuruteraan Asas 3 x x x
44 BFC 10403 Mekanik Bendalir 3 x x x
45 BFC 21103 Hidraulik 3 x x x
46 BFC 21201 Makmal Hidraulik dan Mekanik Bahan 1 x x x
47 BFC 32002 Hidrologi 2 x x x
48 BFC 32403 Kejuruteraan Alam Sekitar 3 x x x x
49 BFC 32501 Makmal Kej. Alam Sekitar dan Pengangkutan 1 x x x
50 BFC 21002 Kejuruteraan Pembinaan 2 x x x
51 BFC 32602 Sistem Mekanikal dan Elektrikal 2 x x x
52 BFC 32904 Latihan Industri 4 x x
53 BFC 43303 Projek Rekabentuk Bersepadu 3 x x x
54 BFC 43402 Projek Sarjana Muda I 2 x x
55 BFC 43604 Projek Sarjana Muda II 4 x x
56 BF* 40**3 Elektif 1 3 x
57 BF* 40**3 Elektif 2 3 x
58 BF* 40**3 Elektif 3 3 x
Ele
ktif
MATRIK KURSUS DAN KNOWLEDGE PROFILE
Emphasis to Knowledge Profile
Kurs
us W
ajib
Univ
ers
iti
Kurs
us M
ate
matik
Kurs
us T
era
s F
akulti
Kurs
us T
era
s P
rogra
m P
engajia
n
Discovering OBE in FKAAS
81
Appendix 5-6 Complex Engineering Activities (EA)
Bil Kod Kursus Kursus Kredit CEA 1 CEA 2 CEA 3 CEA 4 CEA 5
1 UWB 10102 Academic English 2
2 UWB 10202 Effective Communication 2
3 UWS 10303 Kenegaraan dan Pembangunan Mutakhir Malaysia 3
4 UWS 10202 Hubungan Etnik 2
5 UWA 10302 Tamadun Islam dan Tamadun Asia 2
6UWA 10102 /
UWA 10202Pengajian Islam / Pengajian Moral 2
7 UQ* 1xxx1 Ko-Kurikulum I 1
8 UQ* 1xxx1 Ko-Kurikulum II 1
9 UQ* 1xxx2 Bahasa Asing 2
10 UWB 20302 Technical Writing 2
11 BFC 13903 Matematik Kejuruteraan Awam I 3
12 BFC 14003 Matematik Kejuruteraan Awam II 3
13 BFC 24103 Matematik Kejuruteraan Awam III 3
14 BFC 24203 Matematik Kejuruteraan Awam IV 3
15 BFC 34303 Statistik Kejuruteraan Awam 3
16 BFC 20802 Pengaturcaraan Komputer 2
17 BFC 10202 Pemuliharaan Alam Semulajadi 2 x x
18 BFC 23702 Creativity and Innovation 2 x x
19 BPK 20802 Keusahawanan 2 x
20 BPK 30902 Ekonomi Kejuruteraan 2 x x
21 BFC 32202 Jurutera dan Masyarakat 2 x x
22 BFC 32703 Pengurusan Pembinaan Lestari 3 x
23 BFC 10103 Statik dan Dinamik 3
24 BFC 10502 Bahan Kejuruteraan Awam 2
25 BFC 20601 Makmal Bahan dan Bendalir 1 x
26 BFC 20903 Mekanik Bahan 3
27 BFC 21403 Analisis Struktur 3
28 BFC 32102 Rekabentuk Struktur Konkrit I 2 x x
29 BFC 32803 Rekabentuk Struktur Konkrit II 3 x x
30 BFC 43003 Rekabentuk Struktur Keluli dan Kayu 3 x x
31 BFC 43201 Perisian Kejuruteraan Awam 1
32 BFC 10303 Lukisan Kejuruteraan dan CAD 3
33 BFC 31602 Kontrak dan Taksiran 2 x
34 BFC 43502 Kesihatan dan Keselamatan Pekerjaan 2 x
35 BFC 20703 Geomatik Kejuruteraan 3 x x
36 BFC 21303 Geologi Kejuruteraan 3 x x
37 BFC 21502 Amalan Geomatik 2 x x
38 BFC 21702 Geoteknik I 2 x x
39 BFC 31802 Kejuruteraan Jalan Raya 2 x x
40 BFC 31901 Makmal Geoteknik dan Struktur 1 x
41 BFC 32302 Kejuruteraan Trafik dan Keselamatan 2 x x
42 BFC 33802 Geoteknik II 2 x x
43 BFC 43103 Kejuruteraan Asas 3 x
44 BFC 10403 Mekanik Bendalir 3 x
45 BFC 21103 Hidraulik 3 x x
46 BFC 21201 Makmal Hidraulik dan Mekanik Bahan 1 x
47 BFC 32002 Hidrologi 2 x x
48 BFC 32403 Kejuruteraan Alam Sekitar 3 x x
49 BFC 32501 Makmal Kej. Alam Sekitar dan Pengangkutan 1 x
50 BFC 21002 Kejuruteraan Pembinaan 2 x x
51 BFC 32602 Sistem Mekanikal dan Elektrikal 2 x
52 BFC 32904 Latihan Industri 4 x x
53 BFC 43303 Projek Rekabentuk Bersepadu 3 x x x x x
54 BFC 43402 Projek Sarjana Muda I 2 x x x x
55 BFC 43604 Projek Sarjana Muda II 4 x x x x
56 BF* 40**3 Elektif 1 3 x x x
57 BF* 40**3 Elektif 2 3 x x x
58 BF* 40**3 Elektif 3 3 x x x
Ele
ktif
Emphasis to the CEA
MATRIK KURSUS DAN COMPLEX ENGINEERING ACTIVITIES (CEA)
Kurs
us W
ajib
Univ
ers
iti
Kurs
us M
ate
matik
Kurs
us T
era
s F
akulti
Kurs
us T
era
s P
rogra
m P
engajia
n
Discovering OBE in FKAAS
82
Appendix 5-7 Complex Problem Solving (WP)
Bil Kod Kursus Kursus Kredit CPS 1 CPS 2 CPS 3 CPS 4 CPS 5 CPS 6 CPS 7 CPS 8 CPS 9
1 UWB 10102 Academic English 2
2 UWB 10202 Effective Communication 2
3 UWS 10303 Kenegaraan dan Pembangunan Mutakhir Malaysia 3
4 UWS 10202 Hubungan Etnik 2
5 UWA 10302 Tamadun Islam dan Tamadun Asia 2
6UWA 10102 /
UWA 10202Pengajian Islam / Pengajian Moral 2
7 UQ* 1xxx1 Ko-Kurikulum I 1
8 UQ* 1xxx1 Ko-Kurikulum II 1
9 UQ* 1xxx2 Bahasa Asing 2
10 UWB 20302 Technical Writing 2
11 BFC 13903 Matematik Kejuruteraan Awam I 3
12 BFC 14003 Matematik Kejuruteraan Awam II 3
13 BFC 24103 Matematik Kejuruteraan Awam III 3
14 BFC 24203 Matematik Kejuruteraan Awam IV 3
15 BFC 34303 Statistik Kejuruteraan Awam 3
16 BFC 20802 Pengaturcaraan Komputer 2
17 BFC 10202 Pemuliharaan Alam Semulajadi 2
18 BFC 23702 Creativity and Innovation 2 x
19 BPK 20802 Keusahawanan 2
20 BPK 30902 Ekonomi Kejuruteraan 2
21 BFC 32202 Jurutera dan Masyarakat 2
22 BFC 32703 Pengurusan Pembinaan Lestari 3 x x
23 BFC 10103 Statik dan Dinamik 3
24 BFC 10502 Bahan Kejuruteraan Awam 2
25 BFC 20601 Makmal Bahan dan Bendalir 1
26 BFC 20903 Mekanik Bahan 3
27 BFC 21403 Analisis Struktur 3
28 BFC 32102 Rekabentuk Struktur Konkrit I 2 x x x x
29 BFC 32803 Rekabentuk Struktur Konkrit II 3 x x x x
30 BFC 43003 Rekabentuk Struktur Keluli dan Kayu 3 x x x x
31 BFC 43201 Perisian Kejuruteraan Awam 1
32 BFC 10303 Lukisan Kejuruteraan dan CAD 3
33 BFC 31602 Kontrak dan Taksiran 2
34 BFC 43502 Kesihatan dan Keselamatan Pekerjaan 2
35 BFC 20703 Geomatik Kejuruteraan 3
36 BFC 21303 Geologi Kejuruteraan 3
37 BFC 21502 Amalan Geomatik 2 x x
38 BFC 21702 Geoteknik I 2
39 BFC 31802 Kejuruteraan Jalan Raya 2
40 BFC 31901 Makmal Geoteknik dan Struktur 1
41 BFC 32302 Kejuruteraan Trafik dan Keselamatan 2
42 BFC 33802 Geoteknik II 2
43 BFC 43103 Kejuruteraan Asas 3 x x x x
44 BFC 10403 Mekanik Bendalir 3
45 BFC 21103 Hidraulik 3
46 BFC 21201 Makmal Hidraulik dan Mekanik Bahan 1
47 BFC 32002 Hidrologi 2
48 BFC 32403 Kejuruteraan Alam Sekitar 3 x x x x
49 BFC 32501 Makmal Kej. Alam Sekitar dan Pengangkutan 1
50 BFC 21002 Kejuruteraan Pembinaan 2
51 BFC 32602 Sistem Mekanikal dan Elektrikal 2
52 BFC 32904 Latihan Industri 4 x x x
53 BFC 43303 Projek Rekabentuk Bersepadu 3 x x x x x x x x x
54 BFC 43402 Projek Sarjana Muda I 2 x x x x x
55 BFC 43604 Projek Sarjana Muda II 4 x x x x x
56 BF* 40**3 Elektif 1 3 x
57 BF* 40**3 Elektif 2 3 x
58 BF* 40**3 Elektif 3 3 x
Ele
ktif
MATRIK KURSUS DAN COMPLEX PROBLEM SOLVING (CPS)
Emphasis to the CPS
Kurs
us W
ajib
Univ
ers
iti
Kurs
us M
ate
matik
Kurs
us T
era
s F
akulti
Kurs
us T
era
s P
rogra
m P
engajia
n